LIBRARY 

OF  THE 

University  of  California, 


GIF^T  OF" 


:dQj^r.„..1 ^ io„k^ 

Class  ^   gZf  /^ 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/educationOOwhitrich 


^^ 


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f 


EDUCATION 


That   our   sons    may    be    as  plants  grown    up 
in  their  youth;    that  our  daughters  may  be  as 
corner-sto7ies,  polished  after  the  similitude 
of  a  palace  " 


Education 


BY 


ELLEN  G,    WHITE 


'  The   knowledge    of  the    Holy    is 
nnde  rsta7idi  ng  ' ' 


Pacific  Press  Publishing  Company 

OAKLAND,  CALIFORNIA 
NEW   YORK        SAN  FRANCJSCO        LONDON 


Entered  According  to  Act  of  Congress  in  the  year  igoj  by 
iUff   ^  MRS.  E.   G.    WHITE 

Jn  the  Office  of  the  Librarian  of  Congress,    IVashington,  D.  C. 
All  Rights  Reserved 

Entered  at  Stationers^  Hall,  London,  England 


TO 
PARENTS,    TEACHERS,  AND  STUDENTS, 

all  pupils  in  earth 's  preparatory  school, 

this  book  is  dedicated. 

May  it  aid  them  in  securing  life's  greatest  benefits, 

development  and  joy  in  service  here, 

and  thus  a  fitness  for  that  wider  service, 

the  ""higher  course'^ 

open  to  every  human  being  in  the 

school  of  the  hereafter. 


114886 


Contents 


First  Principles 

Source  and  Aim  of  True  Education 
The  Eden  School   -  -  - 

The  Knowledge  of  Good  and  Evil  - 
Relation  of  Education  to  Redemption 


Page 

13 
20 

23 

28 


iL  L  US  TRA  I  IONS 

The  Ediication  of  Israel 
The  Schools  of  the  Prophets 
Lives  of  Great  Meti     - 


33 
45 
5' 


The  Master    Teacher 

The  Teacher  Sent  from  God  - 
An  Illustration  of  His  Methods 

Na  t  ur  e    Tea  chin  g 

God  in  Nature  -  -  . 

Lessons  of  Life 

Other  Object  Lessons  - 


73 

S4 


99 
102 

113 


The  Bible  as  an  Educator 

Mental  and  Spiritual  Culture  - 
Science  and  the  Bible 
Business  Principles  and  Methods 
Bible  Biographies  -  -  - 

Poetry  and  Song 
Mysteries  of  the  Bible 
History  and  Prophecy  - 
Bible  Teaching  and  Study 


123 
128 

J35 
146 

i6g 
J73 

rS5 


(9) 


lo  Contents 


Physic  A  l    Cul  ture 


Page 


study  of  Physiology    .-••''-  193 

Temperance  and  Dietetics  -  -  -  -  202 

Recreation         -  -  -  -  -  -  -  ^07 

Manual  Trainifig  ------  214 

CHA  RAC  TER-B  UIL  D  TNG 

Education  and  Character        .  ...  -  225 

Methods  of  Teaching         -----  230 

Deportment        -------  240 

Relation  of  Dress  to  Education  -  -  -  -  246 

The  Sabbath 250 

Faith  and  Prayer  ------  253 

The  Life-  Work 262 

The    Under-Teacher 

Preparation       -------  27s 

Co-operation  ------  283 

Discipline  .-.----  287 

The  Higher   Course 

The  School  of  the  Hereafter  -  -  -  -  -  301 


Scriptural   Index  -----  311 

General   Index  ------      j/5 


First  P rinc/ples 


"  IVe,  reflecting  as  a  mirror  the  glory  of 
the  Lord,  are  transformed  into  the  sami 
image  from  glory  to  glO) y'' 


Source  ajid  Aim  of   True 
Education 


"THE    KNOWLEDGK    OF    THE    HOLY 

IS  understanding;"   "acquaint 

NOW    THYSELF     WITH     HIM" 


/^  UR  ideas  of  education  take  too  narrow  and  too 
^^  low  a  range.  There  is  need  of  a  broader  scope, 
a  higher  aim.  True  education  means  more  than  the 
pursual  of  a  certain  course  of  study.  It  means  more 
than  a  preparation  for  the  life  that  now  is.  It  has  to 
do  with  the  whole  being,  and  with  the  whole  period  of 
existence  possible  to  man.  It  is  the  harmonious  devel- 
opment of  the  physical,  the  mental,  and  the  spiritual 
powers.  It  prepares  the  student  for  the  joy  of  service 
in  this  world,  and  for  the  higher  joy  of  wider  service  in 
the  world  to  come. 

The  source  of  such  an  education  is  brought  to  view- 
in  these  words  of  Holy  Writ,  pointing  to  the  Infinite 
One:  In  Him  *'are  hid  all  the  treasures  of  wisdom."^ 
"He    hath    counsel    and    understanding."'"^ 

The  world  has  had  its  great  teachers,  men  of  giant 
intellect  and  extensive  research,  men  whose  utterances 
have  stimulated  thought,  and  opened  to  view  vast  fields 
of  knowledge;  and  these  men  have  been  honored  as 
guides  and  benefactors  of  their  race;  but  there  is  One 
who  stands  higher  than  they.  We  can  trace  the  line  of 
the    world's    teachers    as    far    back    as    human    records 


What  Is 
Education  ? 


Its  Source 


1  Col.  2:3. 


Uob  12:  1$. 


(13) 


14 


First  Principles 


The  True 

*'  Higher 

Education  " 


Education 
in  Eden 


extend;  but  the  Light  was  before  them.  As  the  moon 
and  the  stars  of  our  solar  system  shine  by  the  reflected 
Hght  of  the  sun,  so,  as  far  as  their  teaching  is  true,  do 
the  world's  great  thinkers  reflect  the  rays  of  the  Sun  of 
Righteousness.  Every  gleam  of  thought,  every  flash 
of  the  intellect,  is  from  the  Light  of  the  world. 

In  these  days  much  is  said  concerning  the  nature 
and  importance  of  •* higher  education."  The  true 
"higher  education"  is  that  imparted  by  Him  with 
whom  "is  wisdom  and  strength;"^  out  of  whose  mouth 
" Cometh  knowledge  and  understanding."^ 

In  a  knowledge  of  God,  all  true  knowledge  and  real 
development  have  their  source.  Wherever  we  turn,  in 
the  physical,  the  mental,  or  the  spiritual  realm;  in 
whatever  we  behold,  apart  from  the  blight  of  sin,  this 
knowledge  is  revealed.  Whatever  line  of  investigation 
we  pursue,  with  a  sincere  purpose  to  arrive  at  truth,  we 
are  brought  in  touch  with  the  unseen,  mighty  Intelli- 
gence that  is  working  in  and  through  all.  The  mind  of 
man  is  brought  into  communion  with  the  mind  of  God, 
the  finite  with  the  Infinite.  The  effect  of  such  com- 
munion on  body  and  mind  and  soul  is  beyond  estimate. 

In  this  communion  is  found  the  highest  education. 
It  is  God's  own  method  of  development.  "Acquaint 
now  thyself  with  Him,"^  is  His  message  to  mankind. 
The  method  outlined  in  these  words  was  the  method 
followed  in  the  education  of  the  father  of  our  race. 
When  in  the  glory  of  sinless  manhood  Adam  stood 
in  holy  Eden,  it  was    thus    that   God    instructed    him. 

In  order  to  understand  what  is  comprehended  in  the 
work  of  education,  we  need  to  consider  both  the  nature 
of  man  and  the  purpose  of  God  in  creating  him.  We 
need   to   consider   also   the  change   in    man's   condition 

Mob  12:13.  2prov.  2:6.  3joi,  22:21. 


Source  and  Aim  of  True  Education 


15 


through  the  coming  in  of  a  knowledge  of  evil,  and 
God's  plan  for  still  fulfilling  His  glorious  purpose  in  the 
education  of  the  human  race. 

When  Adam  came  from  the  Creator's  hand,  he  bore, 
in  his  physical,  mental,  and  spiritual  nature,  a  likeness 
to  his  Maker.  **God  created  man  in  His  own  image," ^ 
and  it  was  His  purpose  that  the  longer  man  lived,  the 
more  fully  he  should  reveal  this  image, — the  more  fully 
reflect  the  glory  of  the  Creator.  All  his  faculties  were 
capable  of  development;  their  capacity  and  vigor  were 
continually  to  increase.  Vast  was  the  scope  offered  for 
their  exercise;  glorious  the  field  opened  to  their  re- 
search. The  mysteries  of  the  visible  universe — the 
''wondrous  works  of  Him  who  is  perfect  in  knowl- 
edge""— invited  man's  study.  Face-to-face,  heart-to- 
heart  communion  with  his  Maker  was  his  high  privilege. 
Had  he  remained  loyal  to  God,  all  this  would  have  been 
his  forever.  Throughout  eternal  ages  he  would  have 
continued  to  gain  new  treasures  of  knowledge,  to  dis- 
cover fresh  springs  of  happiness,  and  to  obtain  clearer 
and  yet  clearer  conceptions  of  the  wisdom,  the  power, 
and  the  love  of  God.  More  and  more  fully  would  he 
have  fulfilled  the  object  of  his  creation,  more  and  more 
fully  have  reflected  the  Creator's  glory. 

But  by  disobedience  this  was  forfeited.  Through 
sin  the  divine  likeness  was  marred,  and  well-nigh 
obliterated,  Man's  physical  powers  were  weakened, 
his  mental  capacity  was  lessened,  his  spiritual  vision 
dimmed.  He  had  become  subject  to  death.  Yet  the 
race  was  not  left  without  hope.  By  infinite  love  and 
mercy  the  plan  of  salvation  had  been  devised,  and  a  life 
of  probation  was  granted.  To  restore  in  man  the  image 
of  his    Maker,  to  bring  him  back  to  the  perfection  in 

1  Gen.  1:27.  2job37:i6. 


Purpose 
for  Alan 


Marred 

and 

Restored 


i6 


First   Principles 


Love 

the  Basis  of 

Education 


Revelation 
of  God 


which  he  was  created,  to  promote  the  development  of 
body,  mind,  and  soul,  that  the  divine  purpose  in  his 
creation  might  be  realized, — this  was  to  be  the  work  of 
redemption.  This  is  the  object  of  education,  the  great 
object  of  life. 

Love,  the  basis  of  creation  and  of  redemption,  is  the 
basis  of  true  education.  This  is  made  plain  in  the  law 
that  God  has  given  as  the  guide  of  life.  The  first  and 
great  commandment  is,  **  Thou  shalt  love  the  Lord 
thy  God  with  all  thy  heart,  and  with  all  thy  soul,  and 
with  all  thy  strength,  and  with  all  thy  mind."^  To 
love  Him,  the  infinite,  the  omniscient  One,  with  the 
whole  strength,  and  mind,  and  heart,  means  the  highest 
development  of  every  power.  It  means  that  in  the 
whole  being — the  body,  the  mind,  as  well  as  the  soul — 
the  image  of  God  is  to  be  restored. 

Like  the  first  is  the  second  commandment, — "  Thou 
shalt  love  thy  neighbor  as  thyself"^  The  law  of 
love  calls  for  the  devotion  of  body,  mind,  and  soul 
to  the  service  of  God  and  our  fellow-men.  And  this 
service,  while  making  us  a  blessing  to  others,  brings  the 
greatest  blessing  to  ourselv^es.  Unselfishness  underlies 
all  true  development.  Through  unselfish  service  we 
receive  the  highest  culture  of  eveiy  faculty.  More  and 
more  fully  do  we  become  partakers  of  the  divine  nature. 
We  are  fitted  for  heaven;  for  we  receive  heaven  into  our 
hearts. 

Since  God  is  the  source  of  all  true  knowledge,  it  is, 
as  we  have  seen,  the  first  object  of  education  to  direct 
our  minds  to  His  own  revelation  of  Himself  Adam 
and  Eve  received  knowledge  through  direct  communion 
with  God;  and  they  learned  of  Him  through  His  works. 
All  created  things,  in  their  original  perfection,  were  an 

'  Luke  lo  :  27.  "^  iMatt.  22  :  39, 


Source  a7id  Aim  of  True  Education 


17 


expression  of  the  thought  of  God.  To  Adam  and  Eve 
nature  was  teeming  with  divine  wisdom.  But  by  trans- 
gression man  was  cut  off  from  learning  of  God  through 
direct  communion,  and,  to  a  great  degree,  through  His 
works.  The  earth,  marred  and  defiled  by  sin,  reflects 
but  dimly  the  Creator's  glory.  It  is  true  that  His  object- 
lessons  are  not  obliterated.  Upon  every  page  of  the  great 
volume  of  His  created  works  may  still  be  traced  His 
handwriting.  Nature  still  speaks  of  her  Creator.  Yet 
these  revelations  are  partial  and  imperfect.  And  in  our 
fallen  state,  with  weakened  powers  and  restricted  vision, 
we  are  incapable  of  interpreting  aright.  We  need  the 
fuller  revelation  of  Himself  that  God  has  given  in  His 
written  word. 

The  Holy  Scriptures  are  the  perfect  standard  of 
truth,  and  as  such  should  be  given  the  highest  place  in 
education.  To  obtain  an  education  worthy  of  the  name, 
we  must  receive  a  knowledge  of  God,  the  Creator,  and 
of  Christ,  the  Redeemer,  as  they  are  revealed  in  the 
sacred  word. 

Every  human  being,  created  in  the  image  of  God,  is 
endowed  with  a  power  akin  to  that  of  the  Creator, — 
individuality,  power  to  think  and  to  do.  The  men  in 
whom  this  power  is  developed  are  the  men  who  bear 
responsibilities,  who  are  leaders  in  enterprise,  and  who 
influence  character.  It  is  the  work  of  true  education 
to  develop  this  power;  to  train  the  youth  to  be  think- 
ers, and  not  mere  reflectors  of  other  men's  thought. 
Instead  of  confining  their  study  to  that  which  men  have 
said  or  written,  let  students  be  directed  to  the  sources  of 
truth,  to  the  vast  fields  opened  for  research  in  nature 
and  revelation.  Let  them  contemplate  the  great  facts 
of  duty  and  destiny,  and    the    mind  will    expand   and 


Nature^s 

Teaching 

Insttf&cient 


The 

Standard 
of  Truth 


Individuality 


i8 


First  Pri7iciples 


strengthen.  Instead  of  educated  weaklings,  institutions 
of  learning  may  send  forth  men  strong  to  think  and  to 
act,  men  who  are  masters  and  not  slaves  of  circum- 
stances, men  who  possess  breadth  of  mind,  clearness  of 
thought,  and  the  courage  of  their  convictions. 

Such  an  education  provides  more  than  mental  dis- 
cbaracter  cipliue;  it  providcs  more  than  physical  training.  It 
strengthens  the  character,  so  that  truth  and  uprightness 
are  not  sacrificed  to  selfish  desire  or  worldly  ambition. 
It  fortifies  the  mind  against  evil.  Instead  of  some  master 
passion  becoming  a  power  to  destroy,  every  motive  and 
desire  are  brought  into  conformity  to  the  great  principles 
of  right.  As  the  perfection  of  His  character  is  dwelt 
upon,  the  mind  is  renewed,  and  the  soul  is  re-.created  in 
the  image  of  God. 

What  education  can  be  higher  than  this?     What  can 
equal  it  in  value? 

"It  can  not  be  gotten  for  gold, 
Neither  shall  silver  be  weighed  for  the  price  thereof. 
It  can  not  be  valued  with  the  gold  of  Ophir, 
With  the  precious  onyx,  or  the  sapphire. 
The  gold  and  the  crystal  can  not  equal  it; 
And  the  exchange  of  it  shall  not  be  for  jewels  of  fine  gold. 
No  mention  shall  be  made  of  coral,  or  of  pearls; 
For  the  price  of  wisdom  is  above  rubies."  ^ 


The 

Highest 

Ideal 


Higher  than  the  highest  human  thought  can  reach 
is  God's  ideal  for  His  children.  Godliness — godlikeness 
— is  the  goal  to  be  reached.  Before  the  student  there  is 
opened  a  path  of  continual  prpgress.  He  has  an  object 
to  achieve,  a  standard  to  attain,  that  includes  everything 
good,  and  pure,  and  noble.  He  will  advance  as  fast 
and  as  far  as  possible  in  every  branch  of  true  knowledge. 
But  his  efforts  will  be  directed  to  objects  as  much  higher 

ijob  28: 15-18. 


Source  and  Aim  of  True  Education  19 

than  mere  selfish  and  temporal  interests  as  the  heavens 
are  higher  than  the  earth. 

He  who  co-operates  with  the  divine  purpose  in   im-  ^— ^ 

parting  to  the  youth  a  knowledge  of  God,  and  moulding     ^''e 

the  character  into  harmony  with  His,  does  a  high  and     Jchoot  °^^ 

noble   work.     As  he  awakens  a  desire  to  reach  God's 

ideal,  he  presents  an  education  that  is  as  high  as  heaven 

and  as  broad  as  the  universe;  an  education  that  can  not 

be  completed  in  this  life,  but  that  will  be  continued  in 

the   life   to   come;    an   education    that  secures   to    the 

successful    student   his  passport   from   the   preparatory 

school  of  earth  to  the  higher  grade,  the  school  above. 


The   Eden   School 


"happy    is    the    man   that 

FINDETH     wisdom" 


A  Model 
School 


The 
Students 


The 
School- 
room 


''T^HE  system  of  education  instituted  at  the  beginning 
-^  of  the  world,  was  to  be  a  model  for  man  through- 
out all  after-time.  As  an  illustration  of  its  principles  a 
model  school  was  established  in  Eden,  the  home  of  our 
first  parents.  The  garden  of  Eden  was  the  schoolroom, 
nature  was  the  lesson-book,  the  Creator  Himself  was 
the  instructor,  and  the  parents  of  the  human  family  were 
the  students. 

Created  to  be  "the  image  and  glory  of  God,"  Adam 
and  Eve  had  received  endowments  not  unworthy  of 
their  high  destiny.  Graceful  and  symmetrical  in  form, 
regular  and  beautiful  in  feature,  their  countenances 
glowing  with  the  tint  of  health  and  the  light  of  joy  and 
hope,  they  bore  in  outward  resemblance  the  likeness  of 
their  Maker.  Nor  was  this  likeness  manifest  in  the 
physical  nature  only.  Every  faculty  of  mind  and  soul 
reflected  the  Creator's  glory.  Endowed  with  high 
mental  and  spiritual  gifts,  Adam  and  Eve  were  made 
but  "little  lower  than  the  angels,"^  that  they  might  not 
only  discern  the  wonders  of  the  visible  universe,  but 
comprehend  moral  responsibilities  and  obligations. 

"The  Lord  God  planted  a  garden  eastward  in  Eden; 
and  there  He  put  the  man  whom  He  had  formed.  And 
out  of  the  ground  made  the  Lord  God  to  grow  every 

(20)  1  Heb.  2:7. 


The  Eden  School 


21 


tree  that  is  pleasant  to  the  sight,  and  good  for  food; 
the  tree  of  life  also  in  the  midst  of  the  garden."^ 
Here,  amidst  the  beautiful  scenes  of  nature  untouched 
by  sin,  our  first  parents  were  to  receive  their  education. 

In  His  interest  for  His  children,  our  heavenly  Father 
personally  directed  their  education.  Often  they  were 
visited  by  His  messengers,  the  holy  angels,  and  from 
them  received  counsel  and  instruction.  Often  as  they 
walked  in  the  garden  in  the  cool  of  the  day  they  heard 
the  voice  of  God,  and  face  to  face  held  communion 
with  the  Eternal.  His  thoughts  toward  them  were 
"thoughts  of  peace,  and  not  of  evil."^  His  every 
purpose    was    their    highest    good. 

To  Adam  and  Eve  was  committed  the  care  of  the 
garden,  **to  dress  it  and  to  keep  it."  ^  Though 
rich  in  all  that  the  Owner  of  the  universe  could 
supply,  they  were  not  to  be  idle.  Useful  occupation 
was  appointed  them  as  a  blessing,  to  strengthen  the 
body,  to  expand  the  mind,  and  to  develop  the  character. 

The  book  of  nature,  which  spread  its  living  lessons 
before  them,  afforded  an  exhaustless  source  of  instruc- 
tion and  delight.  On  every  leaf  of  the  forest  and  stone 
of  the  mountains,  in  every  shining  star,  in  earth  and  sea 
and  sky,  God's  name  was  written.  With  both  the 
animate  and  the  inanimate  creation, — ^with  leaf  and 
flower  and  tree,  and  with  every  living  creature,  from 
the  leviathan  of  the  waters  to  the  mote  in  the  sunbeam, 
— ^the  dwellers  in  Eden  held  converse,  gathering  from 
each  the  secrets  of  its  life.  God's  glory  in  the  heavens, 
the  innumerable  worlds  in  their  orderly  revolutions, 
**the  balancings  of  the  clouds,"*  the  mysteries  of  light 
and  sound,  of  day  and  night, — all  were  objects  of  study 
by  the  pupils  of  earth's  first  school. 


The 
Teacher 


Course  of 
Study 


Original 
Research 


»Gen.  2  :  8,  g 


2Jer.  29:  II. 


8  Gen.  2  :  15. 


<Job  37:  16. 


22 


First   Principles 


other 
Schools 


Purpose  of 
Training 


The  laws  and  operations  of  nature,  and  the  great 
principles  of  truth  that  govern  the  spiritual  universe, 
were  opened  to  their  minds  by  the  infinite  Author  of 
all.  In  **the  light  of  the  knowledge  of  the  glory  of 
God,"^  their  mental  and  spiritual  powers  developed, 
and  they  realized  the  highest  pleasures  of  their  holy 
existence. 

As  it  came  from  the  Creator's  hand,  not  only  the 
garden  of  Eden  but  the  whole  earth  was  exceedingly 
beautiful.  No  taint  of  sin,  or  shadow  of  death,  marred 
the  fair  creation.  God's  glory  "covered  the  heavens, 
and  the  earth  was  full  of  His  praise."  "The  morning 
stars  sang  together,  and  all  the  sons  of  God  shouted 
for  joy."^  Thus  was  the  earth  a  fit  emblem  of 
Him  who  is  "abundant  in  goodness  and  truth; "^  a  fit 
study  for  those  who  were  made  in  His  image.  The 
garden  of  Eden  was  a  representation  of  what  God 
desired  the  whole  earth  to  become,  and  it  was  His 
purpose  that,  as  the  human  family  increased  in  num- 
bers, they  should  establish  other  homes  and  schools 
like  the  one  He  had  given.  Thus  in  course  of  time 
the  whole  earth  might  be  occupied  with  homes  and 
schools  where  the  words  and  the  works  of  God 
should  be  studied,  and  where  the  students  should 
thus  be  fitted  more  and  more  fully  to  reflect,  through- 
out endless  ages,  the  light  of  the  knowledge  of  His 
glory. 


^  2  Cor. 


SHab.  3:3;  Job  38:  7.  3Ex.  34:6. 


The   Knozvledge   of  Good 
and  Rvil 


'as  they  refused  to  have 
god  in  their  knowledge, 
their  senseless  heart 
WAS  darkened" 


'Y^HOUGH  cvQdiic^  innocent  and  holy,  our  first  parents 
-^  were  not  placed  beyond  the  possibility  of  wrong- 
doing. God  might  have  created  them  without  the  power 
to  transgress  His  requirements;  but  in  that  case  there 
could  have  been  no  development  of  character;  their  serv- 
ice would  not  have  been  voluntary,  but  forced.  There- 
fore He  gave  them  the  power  of  choice — the  power  to 
yield  or  to  withhold  obedience.  And  before  they  could 
receive  in  fulness  the  blessings  He  desired  to  impart, 
their  love  and  loyalty  must  be  tested. 

In  the  garden  of  Eden  was  the  ''tree  of  knowl- 
edge of  good  and  evil.  .  .  .  And  the  Lord  God 
commanded  the  man,  saying.  Of  every  tree  of  the 
garden  thou  mayest  freely  eat;  but  of  the  tree  of  the 
knowledge  of  good  and  evil,  thou  shalt  not  eat."^ 
It  was  the  will  of  God  that  Adam  and  Eve  should  not 
know  evil.  The  knowledge  of  good  had  been  freely 
given  them;  but  the  knowledge  of  evil, — of  sin  and  its 
results,  of  wearing  toil,  of  anxious  care,  of  disappoint- 
ment and  grief,  of  pain  and  death, — ^this  was  in  love 
withheld. 

While    God  was    seeking  man's    good,    Satan    was 

^  Gen.  2 :  9-17.  (23) 


A    Test 
of  I  royalty 


Only  Evil 
Withheld 


24 


First   Pri7iciples 


Insinuation 
of  Distrust 


Reason 
versus 
Faith 


seeking  his  ruin.  When  Eve,  disregarding  the  Lord's 
admonition  concerning  the  forbidden  tree,  ventured  to 
approach  it,  she  came  in  contact  with  her  foe.  Her 
interest  and  curiosity  having  been  awakened,  Satan  pro- 
ceeded to  deny  God's  word,  and  to  insinuate  distrust  of 
His  wisdom  and  goodness.  To  the  woman's  statement 
concerning  the  tree  of  knowledge,  "  God  hath  said,  Ye 
shall  not  eat  of  it,  neither  shall  ye  touch  it,  lest  ye  die," 
the  tempter  made  answer,  "  Ye  shall  not  surely  die;  for 
God  doth  know  that  in. the  day  ye  eat  thereof,  then  your 
eyes  shall  be  opened,  and. ye  shall  be  as  gods,  knowing 
good  and  evil."  * 

Satan  desired  to  make  it  appear  that  this  knowledge 
of  good  mingled  with  evil  would  be  a  blessing,  and  that 
in  forbidding  them  to  take  of  the  fruit  of  the  tree,  God 
was  withholding  great  good.  He  urged  that  it  was 
because  of  its  wonderful  properties  for  imparting  wisdom 
and  power  that  God  had  forbidden  them  to  taste  it;  that 
He  was  thus  seeking  to  prevent  them  from  reaching  a 
nobler  development  and  finding  greater  happiness.  He 
declared  that  he  himself  had  eaten  of  the  forbidden  fruit, 
and  as  a  result  had  acquired  the  power  of  speech;  and 
that  if  they  also  would  eat  of  it,  they  would  attain  to  a 
more  exalted  sphere  of  existence,  and  enter  a  broader 
field  of  knowledge. 

While  Satan  claimed  to  have  received  great  good  by 
eating  of  the  forbidden  tree,  he  did  not  let  it  appear  that 
by  transgression  he  had  become  an  outcast  from  heaven. 
Here  was  falsehood,  so  concealed  under  a  covering  of 
apparent  truth  that  Eve,  infatuated,  flattered,  beguiled, 
did  not  discern  the  deception.  She  coveted  what  God 
had  forbidden;  she  distrusted  His  wisdom.  She  cast 
away  faith,  the  key  of  knowledge. 

JCJen.  3:3-5. 


The  Knowledge  of  Good  and  Evil 


25 


When  Eve  saw  **that  the  tree  was  good  for  food, 
and  that  it  was  pleasant  to  the  eyes,  and  a  tree  to  be 
desired  to  make  one  wise,  she  took  of  the  fruit  thereof, 
and  did  eat."  It  was  grateful  to  the  taste,  and,  as  she 
ate,  she  seemed  to  feel  a  vivifying  power,  and  imagined 
herself  entering  upon  a  higher  state  of  existence.  Hav- 
ing herself  transgressed,  she  became  a  tempter  to  her 
husband,  "and  he  did  eat."^ 

**Your  eyes  shall  be  opened,"  the  enemy  had  said; 
"ye  shall  be  as  gods,  knowing  good  and  evil."^  Their 
eyes  were  indeed  opened;  but  how  sad  the  opening! 
The  knowledge  of  evil,  the  curse  of  sin,  was  all  that 
the  transgressors  gained.  There  was  nothing  poisonous 
in  the  fruit  itself,  and  the  sin  was  not  merely  in  yielding 
to  appetite.  It  was  distrust  of  God's  goodness,  disbelief 
of  His  word,  and  rejection  of  His  authority,  that  made 
our  first  parents  transgressors,  and  that  brought  into 
the  world  a  knowledge  of  evil.  It  was  this  that  opened 
the  door  to  every  species  of  falsehood  and  error. 

Man  lost  all  because  he  chose  to  listen  to  the 
deceiver  rather  than  to  Him  who  is  Truth,  who  alone 
has  understanding.  By  the  mingling  of  evil  with  good, 
his  mind  had  become  confused,  his  mental  and  spiritual 
powers  benumbed.  No  longer  could  he  appreciate  the 
good  that  God  had  so  freely  bestowed. 

Adam  and  Eve  had  chosen  the  knowledge  of  evil; 
and  if  they  ever  regained  the  position  they  had  lost, 
they  must  regain  it  under  the  unfavorable  conditions 
they  had  brought  upon  themselves.  No  longer  were 
they  to  dwell  in  Eden ;  for  in  its  perfection  it  could  not 
teach  them  the  lessons  which  it  was  now  essential  for 
them  to  learn.  In  unutterable  sadness  they  bade  fare- 
well to  their  beautiful  surroundings,  and  went  forth  to 

lGen.3:6.  20611.3:5. 


Sight 
versus 
God's  Word 


Results 
of  Sin 


26 


First  Principles 


Results 

Manifest 

in  Nature 


The  Lost 
Kingship 


dwell    upon   the  earth,  where  rested  the  curse  of  sin. 

To  Adam  God  had  said:  ** Because  thou  hast  hark- 
ened  unto  the  voice  of  thy  wife,  and  hast  eaten  of  the 
tree,  of  which  I  commanded  thee,  saying.  Thou  shalt  not 
eat  of  it;  cursed  is  the  ground  for  thy  sake;  in  sorrow 
shalt  thou  eat  of  it  all  the  days  of  thy  life.  Thorns  also 
and  thistles  shall  it  bring  forth  to  thee ;  and  thou  shalt 
eat  the  herb  of  the  field.  In  the  sweat  of  thy  face  shalt 
thou  eat  bread,  till  thou  return  unto  the  ground;  for  out 
of  it  wast  thou  taken ;  for  dust  thou  art,  and  unto  dust 
shalt  thou  return."^ 

Although  the  earth  was  blighted  with  the  curse, 
nature  was  still  to  be  man's  lesson-book.  It  could  not 
now  represent  goodness  only;  for  evil  was  everywhere 
present,  marring  earth  and  sea  and  air  with  its  defiling 
touch.  Where  once  was  written  only  the  character  of 
God,  the  knowledge  of  good,  was  now  written  also  the 
character  of  Satan,  the  knowledge  of  evil.  From  nature, 
which  now  revealed  the  knowledge  of  good  and  evil, 
man  was  continually  to  receive  warning  as  to  the  results 
of  sin. 

In  drooping  flower  and  falling  leaf  Adam  and  his 
companion  witnessed  the  first  signs  of  decay.  Vividly 
was  brought  to  their  minds  the  stern  fact  that  every 
living  thing  must  die.  Even  the  air,  upon  which  their 
life  depended,  bore  the  seeds  of  death. 

Continually  they  were  reminded  also  of  their  lost 
dominion.  Among  the  lower  creatures  Adam  had  stood 
as  king,  and  so  long  as  he  remained  loyal  to  God,  all 
nature  acknowledged  his  rule ;  but  when  he  transgressed, 
this  dominion  was  forfeited.  The  spirit  of  rebellion,  to 
which  he  himself  had  given  entrance,  extended  through- 
out the  animal  creation.     Thus  not  only  the  life  of  man, 

'Gen.  3:17-19. 


The  Knowledge  of  Good  and  Evil 


27 


but  the  nature  of  the  beasts,  the  trees  of  the  forest,  the 
grass  of  the  field,  the  very  air  he  breathed,  all  told  the 
sad  lesson  of  the  knowledge  of  evil. 

But  man  was  not  abandoned  to  the  results  of  the 
evil  he  had  chosen.  In  the  sentence  pronounced  upon 
Satan  was  given  an  intimation  of  redemption.  "I  will 
put  enmity  between  thee  and  the  woman,"  God  said, 
"and  between  thy  seed  and  her  seed;  it  shall  bruise 
thy  head,  and  thou  shalt  bruise  his  heel."^  This  sen- 
tence, spoken  in  the  hearing  of  our  first  parents,  was  to 
them  a  promise.  Before  they  heard  of  the  thorn  and 
the  thistle,  of  the  toil  and  sorrow  that  must  be  their 
portion,  or  of  the  dust  to  which  they  must  return,  they 
listened  to  words  that  could  not  fail  of  giving  them 
hope.  All  that  had  been  lost  by  yielding  to  Satan 
could  be  regained  through  Christ. 

This  intimation  also  nature  repeats  to  us.  Though 
marred  by  sin,  it  speaks  not  only  of  creation  but  of 
redemption.  Though  the  earth  bears  testimony  to  the 
curse  in  the  evident  signs  of  decay,  it  is  still  rich  and 
beautiful  in  the  tokens  of  life-giving  power.  The  trees 
cast  off  their  leaves,  only  to  be  robed  with  fresher 
verdure;  the  flowers  die,  to  spring  forth  in  new  beauty; 
and  in  every  manifestation  of  creative  power  is  held  out 
the  assurance  that  we  may  be  created  anew  in  "right- 
eousness and  holiness  of  truth. "^  Thus  the  very  ob- 
jects and  operations  of  nature  that  bring  so  vividly  to 
mind  our  great  loss  become  to  us  the  messengers  of 
hope. 

As  far  as  evil  extends,  the  voice  of  our  Father  is 
heard,  bidding  His  children  see  in  its  results  the  nature 
of  sin,  warning  them  to  forsake  the  evil,  and  inviting 
them  to  receive  the  good. 

1  Gen.  3:15.  2  Eph.  4  :  24,  margin. 


Restoration 

through 

Christ 


The  Gospel 
in  Nature 


Relation    of  Education 
to   Redemption 


'the  light  of  the  knowledge 
of  the  glorv  of  god  in  the 
face  of  jesus  christ" 


Communion 
with  God 


The  Highest 
Revelation 


73  V  sin  man  was  shut  out  from  God.  Except  for 
-^-^  the  plan  of  redemption,  eternal  separation  from 
God,  the  darkness  of  unending  night,  would  have  been 
his.  Through  the  Saviour's  sacrifice,  communion  with 
God  is  again  made  possible.  We  may  not  in  person 
approach  into  His  presence;  in  our  sin  we  may  not 
look  upon  His  face;  but  we  can  behold  Him  and  com- 
mune with  Him  in  Jesus,  the  Saviour.  "  The  light  of 
the  knowledge  of  the  glory  of  God"  is  revealed  "in 
the  face  of  Jesus  Christ."  God  is  **in  Christ,  recon- 
ciling the   world   unto    Himself"^ 

*'The  Word  became  flesh,  and  dwelt  among  us, 
.  .  .  full  of  grace  and  truth."  *Tn  Him  was  life; 
and  the  life  was  the  Hght  of  men."'^  The  life  and 
the  death  of  Christ,  the  price  of  our  redemption,  arc 
not  only  to  us  the  promise  and  pledge  of  life,  not 
only  the  means  of  opening  again  to  us  the  treasures 
of  wisdom:  they  area  broader,  higher  revelation  of  His 
character  than  even  the  holy  ones  of  Eden  knew. 

And  while  Christ  opens  heaven  to  man,  the  life 
which  He  imparts  opens  the  heart  of  man  to  heaven. 
Sin    not    only  shuts    us    away  from  God,  but  destroys 


(28) 


2 Cor.  4:6;  5  :  19. 


2 John  1:14,  R.  v.;  1:4. 


Relation  of  Educatiori  to  Redemption  29 


in  the  human  soul  both  the  desire  and  the  capacity  for 
knowing  Him.  All  this  work  of  evil  it  is  Christ's 
mission  to  undo.  The  faculties  of  the  soul,  paralyzed 
by  sin,  the  darkened  mind,  the  perverted  will,  He  has 
power  to  invigorate  and  to  restore.  He  opens  to  us 
the  riches  of  the  universe,  and  by  Him  the  power  to 
discern  and  to  appropriate  these  treasures  is  imparted. 

Christ  is  the  "Light,  which  lighteth  every  man  that 
cometh  into  the  world." ^  As  through  Christ  every 
human  being  has  life,  so  also  through  Him  every  soul 
receives  some  ray  of  divine  light.  Not  only  intellec- 
tual but  spiritual  power,  a  perception  of  right,  a  desire 
for  goodness,  exists  in  every  heart.  But  against  these 
principles  there  is  struggling  an  antagonistic  power. 
The  result  of  the  eating  of  the  tree  of  knowledge  of 
good  and  evil  is  manifest  in  every  man's  experience. 
There  is  in  his  nature  a  bent  to  evil,  a  force  which, 
unaided,  he  can  not  resist.  To  withstand  this  force, 
to  attain  that  ideal  which  in  his  inmost  soul  he  accepts 
as  alone  worthy,  he  can  find  help  in  but  one  power. 
That  power  is  Christ.  Co-operation  with  that  power 
is  man's  greatest  need.  In  all  educational  effort  should 
not  this  co-operation  be  the  highest  aim? 

The  true  teacher  is  not  satisfied  with  second-rate 
work.  He  is  not  satisfied  with  directing  his  students 
to  a  standard  lower  than  the  highest  which  it  is  pos- 
sible for  them  to  attain.  He  can  not  be  content  with 
imparting  to  them  only  technical  knowledge,  with 
making  them  merely  clever  accountants,  skilful  arti- 
sans, successful  tradesmen.  It  is  his  ambition  to  inspire 
them  with  principles  of  truth,  obedience,  honor,  integ- 
rity, and  purity, — principles  that  will  make  them  a 
positive  force  for  the  stability  and   uplifting  of  society. 

1  John  I  :  9. 


Po  wer 
through 
the  Gospel 


Co-operation 

•with 

Christ 


30 


First  Principles 


The  One 
Foundation 


The 

Teacher's 

Aim 


He  desires  them,  above  all  else,  to  learn  life's  great 
lesson  of  unselfish  service. 

These  principles  become  a  living  power  to  shape 
the  character,  through  the  acquaintance  of  the  soul 
with  Christ;  through  an  acceptance  of  His  wisdom  as 
the  guide.  His  power  as  the  strength,  of  heart  and 
life.  This  union  formed,  the  student  has  found  the 
Source  of  wisdom.  He  has  within  his  reach  the  power 
to  realize  in  himself  his  noblest  ideals.  The  oppor- 
tunities of  the  highest  education  for  life  in  this  world 
are  his.  And  in  the  training  here  gained,  he  is  enter- 
ing upon  that  course  which  embraces  eternity. 

In  the  highest  sense,  the  work  of  education  and  the 
work  of  redemption  are  one;  for  in  education,  as  in 
redemption,  ''other  foundation  can  no  man  lay  than 
that  is  laid,  which  is  Jesus  Christ."  "It  was  the  good 
pleasure  of  the  Father  that  in  Him  should  all  the 
fulness  dwell." ^ 

Under  changed  conditions,  true  education  is  still 
conformed  to  the  Creator's  plan,  the  plan  of  the  Eden 
school.  Adam  and  Eve  received  instruction  through 
direct  communion  with  God;  we  behold  "the  light  of 
the    knowledge   of  His    glory"  in  the  face  of  Christ. 

The  great  principles  of  education  are  unchanged. 
"They  stand  fast  forever  and  ever;"^  for  they  are  the 
principles  of  the  character  of  God.  To  aid  the  student 
in  comprehending  these  principles,  and  in  entering  into 
that  relation  with  Christ  which  will  make  them  a  con- 
trolling power  in  the  life,  should  be  the  teacher's  first 
effort  and  his  constant  aim.  The  teacher  who  accepts 
this  aim  is  in  truth  a  co-worker  with  Christ,  a  laborer 
together  with  God. 


il  Cor.  3:11;  Col.  1:19,  R.  V. 


2Ps.  111:8. 


1l LUSTRA  TIONS 


'  Whatsoever  things  were  written  aforetime 
were  written  for  our  learning'^ 


The   Kducation   of  Israel 


"the  lord  alone  did  lead  him; 
he  instructed  him,  he  kept 

HIM    AS    THE    APPLE    OF    HIS    EYE" 


nr^HE  system  of  education  established  in  Eden  cen- 
^  tered  in  the  family.  Adam  was  "the  son  of 
God,"^  and  it  was  from  their  Father  that  the  children  of 
the  Highest  received  instruction.  Theirs,  in  the  truest 
sense,  was  a  family  school. 

In  the  divine  plan  of  education  as  adapted  to  man's 
condition  after  the  fall,  Christ  stands  as  the  representa- 
tive of  the  Father,  the  connecting  link  between  God  and 
man;  He  is  the  great  teacher  of  mankind.  And  He 
ordained  that  men  and  women  should  be  His  repre- 
sentatives. The  family  was  the  school,  and  the  parents 
were  the  teachers. 

The  education  centering  in  the  family  was  that 
which  prevailed  in  the  days  of  the  patriarchs.  For 
the  schools  thus  established,  God  provided  the  condi- 
tions most  favorable  for  the  development  of  character. 
The  people  who  were  under  His  direction  still  pursued 
the  plan  of  life  that  He  had  appointed  in  the  beginning. 
Those  who  departed  from  God  built  for  themselves 
cities,  and,  congregating  in  them,  gloried  in  the  splen- 
dor, the  luxury,  and  the  vice  that  make  the  cities  of 
to-day  the  world's  pride  and  its  curse.  But  the  men 
who  held  fast  God's  principles  of  life  dwelt  among  the 
fields    and    hills.     They    were    tillers    of  the    soil,   and 

3  » Luke  3:38.  (33) 


The 

Family 

School 


Conditions 


34 


Illustrations 


The 

Training 

in  the 

Wilderness 


To 

Encourage 

Faith 


Surroundings 
at  Sinai 


keepers  of  flocks  and  herds;  and  in  this  free,  independent 
Hfe,  with  its  opportunities  for  labor  and  study  and  medi- 
tation; they  learned  of  God,  and  taught  their  children  of 
His  works  and  ways. 

This  was  the  method  of  education  that  God  de- 
sired to  establish  in  Israel.  But  when  brought  out  of 
Egypt  there  were  among  the  Israelites  few  prepared  to 
be  workers  together  with  Him  in  the  training  of  their 
children.  The  parents  themselves  needed  instruction 
and  discipline.  Victims  of  lifelong  slavery,  they  were 
ignorant,  untrained,  degraded.  They  had  little  knowl- 
edge of  God,  and  little  faith  in  Him.  They  were  con- 
fused by  false  teaching,  and  corrupted  by  their  long 
contact  with  heathenism.  God  desired  to  lift  them  to 
a  higher  moral  level;  and  to  this  end  He  sought  to 
give  them  a  knowledge  of  Himself 

In  His  dealings  with  the  wanderers  in  the  desert, 
in  all  their  marchings  to  and  fro,  in  their  exposure 
to  hunger,  thirst,  and  weariness,  in  their  peril  from 
heathen  foes,  and  in  the  manifestation  of  His  providence 
for  their  relief,  God  was  seeking  to  strengthen  their 
faith  by  revealing  to  them  the  power  that  was  continu- 
ally working  for  their  good.  And  having  taught  them 
to  trust  in  His  love  and  power,  it  was  His  purpose  to 
set  before  them,  in  the  precepts  of  His  law,  the  standard 
of  character  to  which,  through  His  grace,  He  desired 
them  to  attain. 

Precious  were  the  lessons  taught  to  Israel  during 
their  sojourn  at  Sinai.  This  was  a  period  of  special 
training  for  the  inheritance  of  Canaan.  And  their  sur- 
roundings here  were  favorable  for  the  accomplishing  of 
God's  purpose.  On  the  summit  of  Sinai,  overshadowing 
the  plain  where  the  people  spread  their  tents,  rested  the 


The  Education  of  Israel 


35 


pillar  of  cloud  which  had  been  the  guide  of  their 
journey.  A  pillar  of  fire  by  night,  it  assured  them  of 
the  divine  protection;  and  while  they  were  locked  in 
slumber,  the  bread  of  heaven  fell  gently  upon  the 
encampment.  On  every  hand,  vast,  rugged  heights, 
in  their  solemn  grandeur,  spoke  of  eternal  endurance 
and  majesty.  Man  was  made  to  feel  his  ignorance  and 
weakness  in  the  presence  of  Him  who  hath  ** weighed 
the  mountains  in  scales,  and  the  hills  in  a  balance."^ 
Here,  by  the  manifestation  of  His  glory,  God  sought 
to  impress  Israel  with  the  holiness  of  His  character  and 
requirements,  and  the  exceeding  guilt  of  transgression. 

But  the  people  were  slow  to  learn  the  lesson. 
Accustomed  as  they  had  been  in  Egypt  to  material 
representations  of  the  Deity,  and  these  of  the  most 
degrading  nature,  it  was  difficult  for  them  to  conceive 
of  the  existence  or  the  character  of  the  Unseen  One. 
In  pity  for  their  weakness,  God  gave  them  a  symbol  of 
His  presence.  *'Let  them  make  Me  a  sanctuary,"  He 
said;  "that  I  may  dwell  among  them."^ 

In  the  building  of  the  sanctuary  as  a  dwelling-place 
for  God,  Moses  was  directed  to  make  all  things  accord- 
ing to  the  pattern  of  things  in  the  heavens.  God  called 
him  into  the  mount,  and  revealed  to  him  the  heavenly 
things,  and  in  their  similitude  the  tabernacle,  with  all 
that  pertained  to  it,  was  fashioned. 

So  to  Israel,  whom  He  desired  to  make  His  dwelling- 
place.  He  revealed  His  glorious  ideal  of  character.  The 
pattern  was  shown  them  in  the  mount  when  the  law 
was  given  from  Sinai,  and  when  God  passed  by  before 
Moses  and  proclaimed,  *'The  Lord,  The  Lord  God, 
merciful  and  gracious,  long-suffering,  and  abundant  in 
goodness  and  truth." ^ 

ilsa.  40:12.  2 Ex.  25:8.  3 Ex.  34:6. 


Strength 
of  the  Hills 
Is  His" 


A  Symbol 
of  God's 
Presence 


The  Pattern 
in   the 
Mount 


36 


Illustratio 


ns 


The  Gospel 

in   the 

Tabernacle 


The 
Human 
Temple 


Building' 

the 

Sanctuary 


But  this  ideal  they  were,  in  themselves,  powerless 
to  attain.  The  revelation  at  Sinai  could  only  impress 
them  with  their  need  and  helplessness.  Another  lesson 
the  tabernacle,  through  its  service  of  sacrifice,  was  to 
teach, — the  lesson  of  pardon  of  sin,  and  power  through 
the  Saviour  for  obedience  unto  life. 

Through  Christ  was  to  be  fulfilled  the  purpose 
of  which  the  tabernacle  was  a  symbol, — ^that  glorious 
building,  its  walls  of  glistening  gold  reflecting  in  rain- 
bow hues  the  curtains  inwrought  with  cherubim,  the 
fragrance  of  ever-burning  incense  pervading  all,  the 
priests  robed  in  spotless  white,  and  in  the  deep  mystery 
of  the  inner  place,  above  the  mercy-seat,  between  the 
figures  of  the  bowed,  worshiping  angels,  the  glory  of 
the  Holiest.  In  all,  God  desired  His  people  to  read 
His  purpose  for  the  human  soul.  It  was  the  same 
purpose  long  afterward  set  forth  by  the  apostle  Paul, 
speaking  by  the  Holy  Spirit: — 

"Know  ye  not  that  ye  are  the  temple  of  God,  and 
that  the  Spirit  of  God  dwelleth  in  you?  If  any  man 
defile  the  temple  of  God,  him  shall  God  destroy;  for 
the    temple   of  God  is  holy,   which    temple   ye   are."^ 

Great  was  the  privilege  and  honor  granted  Israel 
in  the  preparation  of  the  sanctuary;  and  great  was  also 
the  responsibility.  A  structure  of  surpassing  splendor, 
demanding  for  its  construction  the  most  costly  material 
and  the  highest  artistic  skill,  was  to  be  erected  in  the 
wilderness,  by  a  people  just  escaped  from  slavery.  It 
seemed  a  stupendous  task.  But  He  who  had  given  the 
plan  of  the  building  stood  pledged  to  co-operate  with  the 
builders. 

"  The  Lord  spake  unto  Moses,  saying,  See,  I  have 
called  by  name  Bezaleel,  the  son  of  Uri,  the  son  of  Hur, 

1 1  Cor.  3  :  i6,  17, 


The  Educatio7i  of  Israel 


37 


of  the  tribe  of  Judah;  and  I  have  filled  him  with  the 
Spirit  of  God,  in  wisdom,  and  in  understanding,  and  in 
knowledge,  and  in  all  manner  of  workmanship.  .  .  . 
And  I,  behold,  I  have  given  with  him  Aholiab,  the  son 
of  Ahisamach,  of  the  tribe  of  Dan;  and  in  the  hearts  of 
all  that  are  wise-hearted  I  have  put  wisdom,  that  they 
may  make  all  that  I  have  commanded  thee."^ 

What  an  industrial  school  was  that  in  the  wilderness, 
having  for  its  instructors  Christ  and  His  angels! 

In  the  preparation  of  the  sanctuary  and  in  its  fur- 
nishing, all  the  people  were  to  co-operate.  There  was 
labor  for  brain  and  hand.  A  great  variety  of  material 
was  required,  and  all  were  invited  to  contribute  as  their 
own  hearts  prompted. 

Thus  in  labor  and  in  giving  they  were  taught  to 
co-operate  with  God  and  with  one  another.  And  they 
were  to  co-operate  also  in  the  preparation  of  the  spiritual 
building — God's  temple  in  the  soul. 

From  the  outset  of  the  journey  from  Egypt,  lessons 
had  been  given  for  their  training  and  discipline.  Even 
before  they  left  Egypt  a  temporary  organization  had 
been  effected,  and  the  people  were  arranged  in  companies, 
under  appointed  leaders.  At  Sinai  the  arrangements  for 
organization  were  completed.  The  order  so  strikingly 
displayed'  in  all  the  works  of  God  was  manifest  in  the 
Hebrew  economy.  God  was  the  center  of  authority 
and  government.  Moses,  as  His  representative,  was 
to  administer  the  laws  in  His  name.  Then  came  the 
council  of  seventy,  then  the  priests  and  the  princes, 
under  these  "captains  over  thousands,  and  captains  over 
hundreds,  and  captains  over  fifties,  and  captains  over 
tens,"^  and,  lastly,  officers  appointed  for  special  duties. 
The  camp  was  arranged  in  exact  order,  the  tabernacle, 

1  Ex.  31 : 1-6.  2  Num.  11 :  16,  17  ;  Deut.  i :  15. 


An  Industrial 
School 


Organization 


38 


Illustrations 


Sanitary 
Regulations 


Diet 


The  Divine 
Guiding' 


the  abiding-place  of  God,  in  the  midst,  and  around  it 
the  tents  of  the  priests  and  the  Levites.  Outside  of  these, 
each   tribe  encamped  beside  its  own  standard. 

Thorough-going  sanitary  regulations  were  enforced. 
These  were  enjoined  on  the  people,  not  only  as  neces.sary 
to  health,  but  as  the  condition  of  retaining  among  them 
the  presence  of  the  Holy  One.  By  divine  authority 
Moses  declared  to  them,  *'The  Lord  thy  God  walketh  in 
the  midst  of  thy  camp,  to  deliver  thee ;  .  .  .  there- 
fore shall  thy  camp  be  holy."^ 

The  education  of  the  Israelites  included  all  their 
habits  of  life.  Everything  that  concerned  their  well- 
being  was  the  subject  of  divine  solicitude,  and  came 
within  the  province  of  divine  law.  Even  in  providing 
their  food,  God  sought  their  highest  good.     The  manna 

with  which    He  fed  them  in  the  wilderness  was   of  a 

• 

"nature  to  promote  physical,  mental,  and  moral  strength. 
Though  so  many  of  them  rebelled  against  the  restriction 
of  their  diet,  and  longed  to  return  to  the  days  when, 
they  said,  **  We  sat  by  the  flesh-pots,  and  when  we  did 
eat  bread  to  the  full,"^  yet  the  wisdom  of  God's  choice 
for  them  was  vindicated  in  a  manner  they  could  not 
gainsay.  Notwithstanding  the  hardships  of  their  wilder- 
ness life,  there  was  not  a  feeble  one  in  all  their  tribes. 
In  all  their  journeyings  the  ark  containirrg  the  law 
of  God  was  to  lead  the  way.  The  place  of  their  encamp- 
ment was  indicated  by  the  descent  of  the  pillar  of  cloud. 
As  long  as  the  cloud  rested  over  the  tabernacle,  they 
remained  in  camp.  When  it  lifted,  they  pursued  their 
journey.  Both  the  halt  and  the  departure  were  marked 
by  a  solemn  invocation.  "  It  came  to  pass,  when  the 
ark  set  forward,  that  Moses  said.  Rise  up,  Lord,  and  let 
Thine    enemies    be    scattered.      .     .     .     And    when    it 


^  Deut. 


2  Ex.  16:3. 


The  Education  of  Israel 


39 


rested,  he  said,  Return,  O  Lord,  unto  the  many  thou- 
sands of  Israel."^ 

As  the  people  journeyed  through  the  wilderness, 
many  precious  lessons  were  fixed  in  their  minds  by 
means  of  song.  At  their  deliverance  from  Pharaoh's 
army  the  whole  host  of  Israel  had  joined  in  the  song 
of  triumph.  Far  over  desert  and  sea  rang  the  joyous 
refrain,  and  the  mountains  re-echoed  the  accents  of 
praise,  "Sing  ye  to  Jehovah,  for  He  hath  triumphed 
gloriously."^  Often  on  the  journey  was  this  song 
repeated,  cheering  the  hearts  and  kindling  the  faith  of 
the  pilgrim  travelers.  The  commandments  as  given 
from  Sinai,  with  promises  of  God's  favor  and  records 
of  His  wonderful  works  for  their  deliverance,  were  by 
divine  direction  expressed,  in  song,  and  were  chanted  to 
the  sound  of  instrumental  music,  the  people  keeping 
step  as  their  voices  united  in  praise. 

Thus  their  thoughts  were  uplifted  from  the  trials 
and  difficulties  of  the  way,  the  restless,  turbulent  spirit 
was  soothed  and  calmed,  the  principles  of  truth  were 
implanted  in  the  memory,  and  faith  was  strengthened. 
Concert  of  action  taught  order  and  unity,  and  the  people 
were  brought  into  closer  touch  with  God  and  with  one 
another. 

Of  the  dealing  of  God  with  Israel  during  the  forty 
years  of  wilderness  wandering,  Moses  declared:  *As  a 
man  chasteneth  his  son,  so  the  -Lord  thy  God  chasteneth 
thee;"  *'to  humble  thee,  and  to  prove  thee,  to  know 
what  was  in  thine  heart,  whether  thou  wouldst  keep 
His  commandments,  or  no."* 

**  He  found  him  in  a  desert  land,  and  in  the  waste 
howling  wilderness;  He  led  him  about,  He  instructed 
him.  He  kept  him  as  the  apple  of  His  eye.     As  an  eagle 

1  Num.  10 :  35,  36.  2  Ex.  15:21.  ^Deut.  8:5,  2. 


Music 
and  Song 


Purpose 
of  God's 
Discipline 


40  Ilhistrations 

stirreth  up  her  nest,  fluttereth  over  her  young,  spreadeth 
abroad  her  wings,  taketh  them,  beareth  them  on  her 
wings;  so  the  Lord  alone  did  lead  him,  and  there  was 
no  strange  god  with  him."^ 

**  He  remembered  His  holy  promise,  and  Abraham 
His  servant.  And  He  brought  forth  His  people  with 
joy,  and  His  chosen  with  gladness;  and  gave  them  the 
lands  of  the  heathen;  and  they  inherited  the  labor  of 
the  people;  that  they  might  observe  His  statutes,  and 
keep  His  laws."^ 

God  surrounded  Israel  with  every  facility,  gave  them 
Facilities     cvcry  privilege,  that  would  make  them  an  honor  to  His 

in  Canaan  j^^j^g  ^j-,^^  ^  blcssiug  to  surrouudiug  natious.  If  they 
would  walk  in  the  ways  of  obedience,  He  promised  to 
make  them  **high  above  all  nations  which  He  hath 
made,  in  praise,  and  in  name,  and  in  honor."  *'A11  peo- 
•ple  of  the  earth,"  He  said,  "shall  hear  that  thou  art 
called  by  the  name  of  Jehovah;  and  they  shall  be  afraid 
of  thee."  The  nations  which  shall  hear  all  these  stat- 
utes shall  say,  ** Surely  this  great  nation  is  a  wise  and 
understanding  people."^ 

In  the  laws  committed  to  Israel,  explicit  instruction 
was  given  concerning  education.  To  Moses  at  Sinai 
God  had  revealed  Himself  as  "merciful  and  gracious, 
long-suffering,  and  abundant  in  goodness  and  truth."* 
These  principles,  embodied  in  His  law,  the  fathers  and 
mothers  in  Israel  were  to  teach  their  children.     Moses 

God's  Law  \yy  divinc  dircction  declared  to  them:  "These  words, 
Taught .  y^i^i^^  I  command  thee  this  day,  shall  be  in  thine  heart; 
and  thou  shalt  teach  them  diligently  unto  thy  children, 
and  shalt  talk  of  them  when  thou  sittest  in  thine 
house,  and  when  thou  walkest  by  the  way,  and  when 
thou  liest  down,  and  when  thou  risest  up."^ 

1  Deut.  32 :  10-12.  2  Ps.  105  :  42-45.  s  Deut.  26  :  19  ;   28  :  10  ;  4  :  6. 

<  Ex.  34:6.  BDeut.  6:G,  7. 


The  Education  of  Israel 


4t 


Not  as  a  dry  theory  were  these  things  to  be  taught. 
Those  who  would  impart  truth  must  themselves  practise 
its  principles.  Only  by  reflecting  the  character  of  God 
in  the  uprightness,  nobility,  and  unselfishness  of  their 
own  Hves  can  they   impress   others. 

True  education  is  not  the  forcing  of  instruction  on 
an  unready  and  un receptive  mind.  The  mental  powers 
must  be  awakened,  the  interest  aroused.  For  this,  God's 
method  of  teaching  provided.  He  who  created  the 
mind  and  ordained  its  laws,  provided  for  its  develop- 
ment in  accordance  with  them.  In  the  home  and  the 
sanctuary,  through  the  things  of  nature  and  of  art,  in 
labor  and  in  festivity,  in  sacred  building  and  memorial 
stone,  by  methods  and  rites  and  symbols  unnumbered, 
God  gave  to  Israel  lessons  illustrating  His  principles, 
and  preserving  the  memory  of  His  wonderful  works. 
Then,  as  inquiry  was  made,  the  instruction  given 
impressed  mind  and  heart. 

In  the  arrangements  for  the  education  of  the  chosen 
people  it  is  made  manifest  that  a  life  centered  in  God  is 
a  life  of  completeness.  Every  want  He  has  implanted. 
He  provides  to  satisfy;  every  faculty  imparted.  He  seeks 
to  develop. 

The  Author  of  all  beauty,  Himself  a  lover  of  the 
beautiful,  God  provided  to  gratify  in  His  children  the 
love  of  beauty.  He  made  provision  also  for  their  social 
needs,  for  the  kindly  afid  helpful  associations  that  do 
so  much  to  cultivate  sympathy  and  to  brighten  and 
sweeten  life. 

As  a  means  of  education,  an  important  place  was 
filled  by  the  feasts  of  Israel.  In  ordinary  life  the  family 
was  both  a  school  and  a  church,  the  parents  being 
the  instructors   in  secular   and  in  religious  lines.     But 


Object 
LessoTia 


The  Annual 
Feasts 


42 


Illustrations 


Journey  to 
Jerusalem 


The  Paschal 
Service 


Feast  ot 
Ias»tbering 


three  times  a  year  seasons  were  appointed  for  social  in- 
tercourse and  worship.  First  at  Shiloh,  and  afterward 
at  Jerusalem,  these  gatherings  were  held.  Only  the 
fathers  and  sons  were  required  to  be  present;  but  none 
desired  to  forego  the  opportunities  of  the  feasts,  and, 
so  far  as  possible,  all  the  household  were  in  attendance; 
and  with  them,  as  sharers  of  their  hospitality,  were  the 
stranger,  the  Levite,  and  the  poor. 

The  journey  to  Jerusalem,  in  the  simple,  patriarchal 
style,  amidst  the  beauty  of  the  spring-time,  the  richness 
of  midsummer,  or  the  ripened  glory  of  autumn,  was  a 
delight.  With  offerings  of  gratitude  they  came,  from 
the  man  of  white  hairs  to  the  little  child,  to  meet  with 
God  in  His  holy  habitation.  As  they  journeyed,  the 
experiences  of  the  past,  the  stories  that  both  old  an^l 
young  still  love  so  well,  were  recounted  to  the  Hebrew 
children.  The  songs  that  had  cheered  the  wilderness 
wandering  were  sung.  God's  commandments  were 
chanted,  and,  bound  up  with  the  blessed  influences  of 
nature  and  of  kindly  human  association,  they  were  for- 
ever fixed  in  the  memory  of  many  a  child  and  youth. 

The  ceremonies  witnessed  at  Jerusalem  in  connec- 
tion with  the  paschal  service, — the  night  assembly,  the 
men  with  their  girded  loins,  shoes  on  feet,  and  staff  in 
hand,  the  hasty  meal,  the  lamb,  the  unleavened  bread, 
and  the  bitter  herbs,  and  in  the  solemn  silence  the 
rehearsal  of  the  story  of  the  sp'rinkled  blood,  the  death- 
dealing  angel,  and  the  grand  march  from  the  land  of 
bondage, — all  were  of  a  nature  to  stir  the  imagination 
and  impress  the  heart. 

The  Feast  of  Tabernacles,  or  harvest-festival,  with 
its  offerings  from  orchard  and  field,  its  week's  encamp- 
ment in  the  leafy  booths,  its  social  reunions,  the  sacred 


The  Educatio7i  of  Isj^ael 


43 


memorial  service,  and  the  generous  hospitality  to  God's 
workers,  the  Levites  of  the  sanctuary,  and  to  His  chil- 
dren, the  strangers  and  the  poor,  uplifted  all  minds  in 
gratitude  to  Him  who  had  ** crowned  the  year  with  His 
goodness,"  and  whose  *' paths  dropped  fatness." 

By  the  devout  in  Israel,  fully  a  month  of  every  year 
was  occupied  in  this  way.  It  was  a  period  free  from 
care  and  labor,  and  almost  wholly  devoted,  in  the  truest 
sense,  to  purposes  of  education. 

In  apportioning  the  inheritance  of  His  people,  it 
was  God's  purpose  to  teach  them,  and  through  them 
the  people  of  after-generations,  correct  principles  con- 
cerning the  ownership  of  the  land.  The  land  of  Canaan 
was  divided  among  the  whole  people,  the  Levites  only, 
as  ministers  of  the  sanctuary,  being  excepted.  Though 
one  might  for  a  season  dispose  of  his  possession,  he 
could  not  barter  away  the  inheritance  of  his  children. 
When  able  to  do  so,  he  was  at  liberty  at  any  time  to 
redeem  it;  debts  were  remitted  every  seventh  year,  and 
in  the  fiftieth,  or  year  of  jubilee,  all  landed  property 
reverted  to  the  original  owner.  Thus  every  family  was 
secured  in  its  possession,  and  a  safeguard  ivas  afforded 
against  the  extremes  either  of  wealth  or  of  poverty. 

By  the  distribution  of  the  land  among  the  people, 
God  provided  for  them,  as  for  the  dwellers  in  Eden,  the 
occupation  most  favorable  to  development, — the  care  of 
plants  and  animals.  A  further  provision  for  education 
was  the  suspension  of  agricultural  labor  every  seventh 
year,  the  land  lying  fallow,  and  its  spontaneous  prod- 
ucts being  left  to  the  poor.  Thus  was  given  oppor- 
tunity for  more  extended  study,  for  social  intercourse 
and  worship,  and  for  the  exercise  of  benevolence,  so 
often  crowded  out  by  life's  cares  and  labors. 


Ownership 
of  Land 


Special 
Provision  for 
Education 


44 


Illustrations 


A  Key  to 

Present-Day 

Problems 


Recognition 

of  God's 

Ownership 


Were  the  principles  of  God's  laws  regarding  the 
distribution  of  property  carried  out  in  the  world  to-day, 
how  different  would  be  the  condition  of  the  people! 
An  observance  of  these  principles  would  prevent  the 
terrible  evils  that  in  all  ages  have  resulted  from  the 
oppression  of  the  poor  by  the  rich  and  the  hatred  of 
the  rich  by  the  poor.  While  it  might  hinder  the 
amassing  of  great  wealth,  it  would  tend  to  prevent 
the  ignorance  and  degradation  of  tens  of  thousands 
whose  ill-paid  servitude  is  required  for  the  building  up 
of  these  colossal  fortunes.  It  would  aid  in  bringing  a 
peaceful  solution  of  problems  that  now  threaten  to  fill 
the  world  with  anarchy  and  bloodshed. 

The  consecration  to  God  of  a  tithe  of  all  increase, 
whether  of  the  orchard  and  harvest-field,  the  focks  and 
herds,  or  the  labor  of  brain  or  hand;  the  devotion  of  a 
second  tithe  for  the  relief  of  the  poor  and  other  benevo- 
lent uses,  tended  to  keep  fresh  before  the  people  the 
truth  of  God's  ownership  of  all,  and  of  their  opportunity 
to  be  channels  of  His  blessings.  It  was  a  training 
adapted  to  kill  out  all  narrowing  selfishness,  and  to 
cultivate  breadth  and  nobility  of  character. 

A  knowledge  of  God,  fellowship  with  Him  in  study 
and  in  labor,  likeness  to  Him  in  character,  were  to  be 
the  source,  the  means,  and  the  aim  of  Israel's  education, 
— the  education  imparted  by  God  to  the  parents,  and  by 
them  to  be  given  to  their  children. 


The   Schools   of  the 
Prophets 


"they  sat  down  at  thy  feet; 
every  one  shall  receive  of 

THY    words" 


TJTHEREVER 


in  Israel  God's  plan  of  education 
was  carried  into  effect,  its  results  testified  of  its 
Author.  But  in  very  many  households  the  training  ap- 
pointed by  Heaven,  and  the  characters  thus  developed, 
were  ahke  rare.  God's  plan  was  but  partially  and 
imperfectly  fulfilled.  By  unbelief  and  by  disregard  of  the 
Lord's  directions,  the  Israelites  surrounded  themselves 
with  temptations  that  few  had  power  to  resist.  At  their 
settlement  in  Canaan  "they  did  not  destroy  the  nations, 
concerning  whom  the  Lord  commanded  them;  but 
were  mingled  among  the  heathen,  and  learned  their 
works.  And  they  served  their  idols,  which  were  a 
snare  unto  them."  Their  heart  was  not  right  with 
God,  "neither  were  they  steadfast  in  His  covenant. 
But  He,  being  full  of  compassion,  forgave  their  iniquity, 
and  destroyed  them  not;  yea,  many  a  time  turned  He 
His  anger  away.  .  .  .  For  He  remembered  that 
they  were  but  flesh;  a  wind  that  passeth  away,  and  com- 
eth  not  again." ^  Fathers  and  mothers  in  Israel  became 
indifferent  to  their  obligation  to  God,  indifferent  to  their 
obligation  to  their  children.  Through  unfaithfulness  in 
the  home,  and  idolatrous  influences  without,  many  of 
the  Hebrew  youth  received  an  education  differing  widely 

>Ps.  106:34-36;  78:37-39-  (45) 


Perils 

from 

Heathenism 


Parental 
Indifference 


46 


Illustrations 


Schools 


Safeguard 


Teachers  and 
Students 


from  that  which  God  had  planned  for  them.  They 
learned  the  ways   of  the  heathen. 

To  meet  this  growing  evil,  God  provided  other 
agencies  as  an  aid  to  parents  in  the  work  of  education. 
From  the  earliest  times,  prophets  had  been  recognized 
as  teachers  divinely  appointed.  In  the  highest  sense 
the  prophet  was  one  who  spoke  by  direct  inspiration, 
communicating  to  the  people  the  messages  he  had 
received  from  God.  But  the  name  was  given  also  to 
those  who,  though  not  so  directly  inspired,  were 
divinely  called  to  instruct  the  people  in  the  works  and 
ways  of  God.  For  the  training  of  such  a  class  of 
teachers,  Samuel,  by  the  Lord's  direction,  estaWished 
the  schools  of  the  prophets. 

These  schools  were  intended  to  serve  as  a  barrier 
against  the  wide-spreading  corruption,  to  provide  for 
the  mental  and  spiritual  welfare  of  the  youth,  and  to 
promote  the  prosperity  of  the  nation  by  furnishing  it 
with  men  qualified  to  act  in  the  fear  of  God  as  leaders 
and  counselors.  To  this  end,  Samuel  gathered  com- 
panies of  young  men  who  were  pious,  intelligent,  and 
studious.  These  were  called  the  sons  of  the  prophets. 
As  they  studied  the  word  and  the  works  of  God,  His 
life-giving  power  quickened  the  energies  of  mind  and 
soul,  and  the  students  received  wisdom  from  above. 
The  instructors  were  not  only  versed  in  divine  truth, 
but  had  themselves  enjoyed  communion  with  God,  and 
had  received  the  special  endowment  of  His  Spirit.  They 
had  the  respect  and  confidence  of  the  people,  both  for 
learning  and  for  piety.  In  Samuel's  day  there  were 
two  of  these  schools, — one  at  Ramah,  the  home  of  the 
prophet,  and  the  other  at  Kirjath-jearim.  In  later  times 
others  were  established. 


The  Schools  of  the  Prop 


UNIVERSITY    ) 
or  J 


47 


The  pupils  of  these  schools  sustained  themselves  by 
their  own  labor  in  tilling  the  soil,  or  in  some  mechanical 
employment.  In  Israel  this  was  not  thought  strange  or 
degrading;  indeed,  it  was  regarded  as  a  sin  to  allow 
children  to  grow  up  in  ignorance  of  useful  labor.  Every 
youth,  whether  his  parents  were  rich  or  poor,  was 
taught  some  trade.  Even  though  he  was  to  be  educated 
for  holy  office,  a  knowledge  of  practical  life  was  regarded 
as  essential  to  the  greatest  usefulness.  Many  also  of  the 
teachers  supported  themselves  by  manual  labor. 

In  both  the  school  and  the  home  much  of  the  teach- 
ing was  oral;  but  the  youth  also  learned  to  read  the 
Hebrew  writings,  and  the  parchment  rolls  of  the  Old 
Testament  Scriptures  were  open  to  their  study.  The 
chief  subjects  of  study  in  these  schools  were  the  law  of 
God,  with  the  instruction  given  to  Moses,  sacred  history,' 
sacred  music,  and  poetry.  In  the  records  of  sacred  his- 
tory were  traced  the  footsteps  of  Jehovah.  The  great 
truths  set  forth  by  the  types  in  the  service  of  the  sanc- 
tuary were  brought  to  view,  and  faith  grasped  the  central 
object  of  all  that  system, — the  Lamb  of  God,  that  Wcis  to 
take  away  the  sin  of  the  world.  A  spirit  of  devotion 
wasf  cherished.  Not  only  were  the  students  taught  the 
duty  of  prayer,  but  they  were  taught  how  to  pray,  how 
to  approach  their  Creator,  how  to  exercise  faith  in 
Him,  and  how  to  understand  and  obey  the  teachings  of 
His  Spirit.  Sanctified  intellect  brought  forth  from  the 
treasure-house  of  God  things  new  and  old,  and  the  Spirit 
of  God  was  manifested  in  prophecy  and  sacred  song. 

These  schools  proved  to  be  one  of  the  means  most 
effective  in  promoting  that  righteousness  which  "ex- 
alteth  a  nation."^  In  no  small  degree  they  aided 
in  laying  the  foundation  of   that  marvelous   prosperity 

J  Prov.  14  :  34. 


Industrial 
Training 


Course 
of  Study- 


Results 


48 


Illustrations 


David 

and 

Solomon 


Greatness 
of  Israel 


which  distinguished  the  reigns  of  David  and  Solomon. 

The  principles  taught  in  the  schools  of  the  prophets 
were  the  same  that  moulded  David's  character  and 
shaped  his  life.  The  word  of  God  was  his  instructor. 
** Through  Thy  precepts,"  he  said,  *T  get  understanding. 
.  .  .  I  have  inclined  mine  heart  to  perform  Thy 
statutes."^  It  was  this  that  caused  the  Lord  to  pro- 
nounce David,  when  in  his  youth  He  called  him  to  the 
throne,  **a  man  after. Mine  own  heart. "^ 

In  the  early  life  of  Solomon  also  are  seen  the  results 
of  God's  method  of  education.  Solomon  in  his  youth 
made  David's  choice  his  own.  Above  every  earthly 
good  he  asked  of  God  a  wise-  and  understanding  heart. 
And  the  Lord  gave  him  not  only  that  which  he  sought, 
but  that  also  for  which  he  had  not  sought, — both  riches 
and  honor.  The  power  of  his  understanding,  the  extent 
of  his  knowledge,  the  glory  of  his  reign,  became  the 
wonder  of  the  world. 

In  the  reigns  of  David  and  Solomon,  Israel  reached 
the  height  of  her  greatness.  The  promise  given  to 
Abraham  and  repeated  through  Moses  was  fulfilled:  *Tf 
ye  shall  diligently  keep  all  these  commandments  which 
I  command  you,  to  do  them,  to  love  the  Lord  your 
God,  to  walk  in  all  His  ways,  and  to  cleave  unto  Him; 
then  will  the  Lord  drive  out  all  these  nations  from  before 
you,  and  ye  shall  possess  greater  nations  and  mightier 
than  yourselves.  Everyplace  whereon  the  soles  of  your 
feet  shall  tread  shall  be  yours :  from  the  wilderness  and 
Lebanon,  from  the  river,  the  river  Euphrates,  even  unto 
the  uttermost  sea  shall  your  coast  be.  There  shall  no 
man  be  able  to  stand  before  you,"^ 

But  in  the  midst  of  prosperity  lurked  danger.  The 
sin  of  David's  later  years,  though  sincerely  repented  of 

IPs.  119  :  104-112.  2Actsi3:22.  'Deut.  11 :  22-25. 


The  Schools  of  the  Prophets 


49 


and  sorely  punished,  emboldened  the  people  in  trans- 
gression of  God's  commandments.  And  Solomon's 
life,  after  a  morning  of  so  great  promise,  was  darkened 
with  apostasy.  Desire  for  political  power  and  self- 
aggrandizement  led  to  alliance  with  heathen  nations. 
The  silver  of  Tarshish  and  the  gold  of  Ophir  were  pro- 
cured by  the  sacrifice  of  integrity,  the  betrayal  of  sacred 
trusts.  Association  with  idolaters,  marriage  with  heathen 
wives,  corrupted  his  faith.  The  barriers  that  God  had 
erected  for  the  safety  of  His  people  were  thus  broken 
down,  and  Solomon  gave  himself  up  to  the  worship  of 
false  gods.  On  the  summit  of  the  Mount  of  Olives, 
confronting  the  temple  of  Jehovah,  were  erected  gigan- 
tic images  and  altars  for  the  service  of  heathen  deities. 
As  he  cast  off  his  allegiance  to  God,  Solomon  lost  the 
mastery  of  himself  His  fine  sensibilities  became  blunted. 
The  conscientious,  considerate  spirit  of  his  early  reign 
was  changed.  Pride,  ambition,  prodigality,  and  indul- 
gence bore  fruit  in  cruelty  and  exaction.  He  who  had 
been  a  just,  compassionate,  and  God-fearing  ruler,  be- 
came tyrannical  and  oppressive.  He  who  at  the  dedica- 
tion of  the  temple  had  prayed  for  his  people  that  their 
hearts  might  be  undividedly  given  to  the  Lord,  became 
their  seducer.  Solomon  dishonored  himself,  dishonored 
Israel,  and  dishonored  God. 

I  The  nation,  of  which  he  had  been  the  pride,  followed 
his  leading.  Though  he  afterward  repented,  his  repent- 
ance did  not  prevent  the  fruition  of  the  evil  he  had 
sown.  The  discipline  and  training  that  God  appointed 
for  Israel  would  cause  them,  in  all  their  ways  of  life,  to 
differ  from  the  people  of  other  nations.  This  pecu- 
liarity, which  should  have  been  regarded  as  a  special 
privilege  and   blessing,  was  to  them  unwelcome.     The 


In  termingling 

with 

Idolaters 


Apostasy 


50 


Illustrations 


National 
Overthrow 


God's  Plan 
Unchanged 


''For  Our 
Admonition" 


simplicity  and  self-restraint  essential  to  the  highest  devel- 
opment they  sought  to  exchange  for  the  pomp  and  self- 
indulgence  of  heathen  peoples.  To  be  "like  all  the 
nations  "^  was  their  ambition.  God's  plan  of  education 
was  set  aside,  His  authority  disowned. 

In  the  rejection  of  the  ways  of  God  for  the  ways  of 
men,  the  downfall  of  Israel  began.  Thus  also  it  con- 
tinued, until  the  Jewish  people  became  a  prey  to  the 
very  nations  whose  practises  they  had  chosen  to  follow. 

As  a  nation  the  children  of  Israel  failed  of  receiving 
the  benefits  that  God  desired  to  give  them.  They  did 
not  appreciate  His  purpose  or  co-operate  in  its  execution. 
But  though  individuals  and  peoples  may  thus  separate 
themselves  from  Him,  His  purpose  for  those  who  trust 
Him  is  unchanged.  ''  Whatsoever  God  doeth,  it  shall 
be  forever."^ 

While  there  are  different  degrees  of  development  and 
different  manifestations  of  His  power  to  meet  the  wants 
of  men  in  the  different  ages,  God's  work  in  all  time  is 
the  same.  The  Teacher  is  the  same.  God's  character 
and  His  plan  are  the  same.  With  Him  "is  no  variable- 
ness, neither  shadow  of  turning."^ 

The  experiences  of  Israel  were  recorded  for  our 
instruction.  "All  those  things  happened  unto  them  for 
ensamples,  and  they  are  written  for  our  admonition,  upon 
whom  the  ends  of  the  world  are  come."*  With  us,  as 
with  Israel  of  old,  success  in  education  depends  on 
fidelity  in  carrying  out  the  Creator's  plan.  Adherence 
to  the  principles  of  God's  word  will  bring  as  great 
blessings  to  us  as  it  would  have  brought  to  the  Hebrew 
people. 


1 1  Sam.  8  : 5. 


2  Eccl.  3  :  14. 
*  I  Cor.  10:  II. 


sjames  i :  17. 


Lives   of  Great   Men 


THE    FRUIT    OF    THE    RIGHTEOUS 
IS    A    TREE    OF    LIFE" 


CLACKED  history  presents  many  illustrations  of  the 
^^  results  of  true  education.  It  presents  many  noble 
examples  of  men  whose  characters  were  formed  under 
divine  direction;  men  whose  lives  were  a  blessing  to 
their  fellow-men,  and  who  stood  in  the  world  as  repre- 
sentatives of  God.  Among  these  are  Joseph  and  Daniel, 
Moses,  Elisha,  and  Paul, — the  greatest  statesmen,  the 
wisest  legislator,  one  of  the  most  faithful  of  reformers, 
and,  except  Him  who  spoke  as  never  man  spake,  the 
most  illustrious  teacher  that  this  world  has  known. 

In  early  life,  just  as  they  were  passing  from  youth 
to  manhood,  Joseph  and  Daniel  were  separated  from 
their  homes,  and  carried  as  captives  to  heathen  lands. 
Especially  was  Joseph  subject  to  the  temptations  that 
attend  great  changes  of  fortune.  In  his  father's  home  a 
tenderly  cherished  child;  in  the  house  of  Potiphar  a 
slave,  then  a  confidant  and  companion;  a  man  of  affairs, 
educated  by  study,  observation,  contact  with  men;  in 
Pharaoh's  dungeon  a  prisoner  of  state,  condemned  un- 
justly, without  hope  of  vindication  or  prospect  of  release; 
called  at  a  great  crisis  to  the  leadership  of  the  nation, — - 
what  enabled  him  to  preserve  his  integrity? 

No  one  can  stand  upon  a  lofty  height  without 
As    the    tempest    that    leaves    unharmed    the 


danger. 


Results 
of  True 
Education 


Joseph 


(51) 


52 


Illustrations 


Perils  of 
Prosperity 


Joseph's 
Early  Years 


The  Crisis 


flower  of  the  valley  uproots  the  tree  upon  the  mountain- 
top,  so  do  fierce  temptations  that  leave  untouched  the 
lowly  in  life  assail  those  who  stand  in  the  world's  high 
places  of  success  and  honor.  But  Joseph  bore  alike 
the  test  of  adversity  and  of  prosperity.  The  same 
fidelity  was  manifest  in  the  palace  of  the  Pharaohs  as 
in  the  prisoner's  cell. 

In  his  childhood,  Joseph  had  been  taught  the  love 
and  fear  of  God.  Often  in  his  father's  tent,  under  the 
Syrian  stars,  he  had  been  told  the  story  of  the  night 
vision  at  Bethel,  of  the  ladder  from  heaven  to  earth,  and 
the  descending  and  ascending  angels,  and  of  Him  who 
from  the  throne  above  revealed  Himself  to  Jacob.  He 
had  been  told  the  story  of  the  conflict  beside  the 
Jabbok,  when,  renouncing  cherished  sins,  Jacob  stood 
conqueror,  and  received  the  title  of  a  prince  with  God. 

A  shepherd  boy,  tending  his  father's  flocks,  Joseph's 
pure  and  simple  life  had  favored  the  development  of 
both  physical  and  mental  power.  By  communion  with 
God  through  nature  and  the  study  of  the  great  truths 
handed  down  as  a  sacred  trust  from  father  to  son,  he 
had  gained  strength  of  mind,  and  firmness  of  principle. 

In  the  crisis  of  his  life,  when  making  that  terrible 
journey  from  his  childhood's  home  in  Canaan  to  the 
bondage  which  awaited  him  in  Egypt,  looking  for  the 
last  time  on  the  hills  that  hid  the  tents  of  his  kindred, 
Joseph  remembered  his  father's  God.  He  remembered 
the  lessons  of  his  childhood,  and  his  soul  thrilled  with 
the  resolve  to  prove  himself  true, — ever  to  act  as  be- 
came a  subject  of  the  King  of  heaven. 

In  the  bitter  life  of  a  stranger  and  a  slave,  amidst 
the  sights  and  sounds  of  vice  and  the  allurements  of 
heathen   worship,    a  worship    surrounded  with   all    the 


Lives   of   Great   Me7i 


53 


attractions  of  wealth  and  culture  and  the  pomp  of 
royalty,  Joseph  was  steadfast.  He  had  learned  the 
lesson  of  obedience  to  duty.  Faithfulness  in  every 
station,  from  the  most  lowly  to  the  most  exalted, 
trained   every  power   for   highest   service. 

At  the  time  when  he  was  called  to  the  court  of 
Pharaoh,  Egypt  was  the  greatest  of  nations.  In  civili- 
zation, art,  learning,  she  was  unequaled.  Through  a 
period  of  utmost  difficulty  and  danger,  Joseph  admin- 
istered the  affairs  of  the  kingdom;  and  this  he  did  in 
a  manner  that  won  the  confidence  of  the  king  and 
the  people.  Pharaoh  made  him  *'lord  of  his  house, 
and  ruler  of  all  his  substance;  to  bind  his  princes  at 
his  pleasure,  and  teach  his  senators   wisdom."^ 

The  secret  of  Joseph's  life  Inspiration  has  set  before 
us.  In  words  of  divine  power  and  beauty,  Jacob,  in  the 
blessing  pronounced  upon  his  children,  spoke  thus  of 
his  best-loved  son: — 


Training 
for  Service 


Joseph  is  a  fruitful  bough, 
Even  a  fruitful  bough  by  a  well; 
Whose  branches  run  over  the  wall; 
The  archers  have  sorely  grieved  him, 
And  shot  at  him,  and  hated  him; 
But  his  bow  abode  in  strength, 
And  the  arms  of  his  hands  were  made  strong 
By  the  hands  of  the  mighty  God  of  Jacob;     .     .     . 
Even  by  the  God  of  thy  father,  who  shall  help  thee; 
And  by  the  Almighty,  who  shall  bless  thee 
With  blessings  of  heaven  above, 
Blessings  of  the  deep  that  lieth  under;     .     .     . 
The  blessings  of  thy  father  have  prevailed 
Above  the  blessings  of  my  progenitors 
Unto  the  utmost  bound  of  the  everlasting  hills; 
They  shall  be  on  the  head  of  Joseph, 

And  on  the  crown  of  the  head  of  him  that  was  separate 
from  his  brethren,"  ^ 


Secret  of 

Joseph's 

Greatness 


iPs.  105:21,  22. 


2  Gen.  49 :  22-26. 


54 


Illustratiojis 


Loyalty  to  God,  faith  in  the  Unseen,  was    Joseph's 
anchor.      In  this  lay  the  hiding  of  his  power. 

**The  arms  of  his  hands  were  made  strong 
By  the  hands  of  the  mighty  God  of  Jacob.' 


Daniel 


Perils  in 
Br  by  Ion 


Daniel  and  his  companions  in  Babylon  were,  in  their 
youth,  apparently  more  favored  of  fortune  than  was 
Joseph  in  the  earlier  years  of  his  life  in  Egypt;  yet 
they  were  subjected  to  tests  of  character  scarcely  less 
severe.  From  the  comparative  simplicity  of  their  Judean 
home  these  youth  of  royal  line  were  transported  to  the 
most  magnificent  of  cities,  to  the  court  of  its  greatest 
monarch,  and  were  singled  out  to  be  trained  for  the 
king's  special  service.  Strong  were  the  temptations 
surrounding  them  in  that  corrupt  and  luxurious  court. 
The  fact  that  they,  the  worshipers  of  Jehovah,  were 
captives  to  Babylon;  that  the  vessels  of  God's  house  had 
been  placed  in  the  temple  of  the  gods  of  Babylon;  that 
the  king  of  Israel  was  himself  a  prisoner  in  the  hands  of 
the  Babylonians,  w^as  boastfully  cited  by  the  victors  as 
evidence  that  their  religion  and  customs  were  superior 
to  the  religion  and  customs  of  the  Hebrews.  Under 
such  circumstances,  through  the  very  humiliations  that 
Israel's  departure  from  His  commandments  had  invited, 
God  gave  to  Babylon  evidence  of  His  supremacy,  of  the 
holiness  of  His  requirements,  and  of  the  sure  result  of 
obedience.  And  this  testimony  He  gave,  as  alone  it 
could  be  given,  through  those  who  still  held  fast  their 
loyalty. 

To  Daniel  and  his  companions,  at  the  very  outset  of 
their  career,  there  came  a  decisive  test.  The  direction 
that  their  food  should  be  supplied  from  the  royal  table 


Lives   of   Great    Men 


:)D 


was  an  expression  both  of  the  king's  favor  and  of  his 
solicitude  for  their  welfare.  But  a  portion  having  been 
offered  to  idols,  the  food  from  the  king's  table  was 
consecrated  to  idolatry;  and  in  partaking  of  the  king's 
bounty  these  youth  would  be  regarded  as  uniting  in  his 
homage  to  false  gods.  In  such  homage  loyalty  to 
Jehovah  forbade  them  to  participate.  Nor  dared  they 
risk  the  enervating  effect  of  luxury  and  dissipation  on 
physical,  mental,  and  spiritual  development. 

Daniel  and  his  companions  had  been  faithfully  in- 
structed in  the  principles  of  the  word  of  God.  They 
had  learned  to  sacrifice  the  earthly  to  the  spiritual,  to 
seek  the  highest  good.  And  they  reaped  the  reward. 
Their  habits  of  temperance  and  their  sense  of  respon- 
sibility as  representatives  of  God  called  to  noblest  de- 
velopment the  powers  of  body,  mind,  and  soul.  At 
the  end  of  their  training,  in  their  examination  with 
other  candidates  for  the  honors  of  the  kingdom,  there 
was  ''  found  none  like  Daniel,  Hananiah,  Mishael,  and 
Azariah."^ 

At  the  court  of  Babylon  were  gathered  representa- 
tives from  all  lands,  men  of  the  choicest  talents,  men  the 
most  richly  endowed  with  natural  gifts,  and  possessed 
of  the  highest  culture  this  world  could  bestow;  yet 
amidst  them  all,  the  Hebrew  captives  were  without  a 
peer.  In  physical  strength  and  beauty,  in  mental  vigor 
and  literary  attainment,  they  stood  unrivaled.  *'  In  all 
matters  of  wisdom  and  understanding,  that  the  king 
inquired  of  them,  he  found  them  ten  times  better  than 
all  the  magicians  and  astrologers  that  were  in  all  his 
realm."  ^ 

Unwavering  in  allegiance  to  God,  unyielding  in  the 
mastery  of  himself,  Daniel's  noble  dignity  and  courteous 


A  Test  of 
Character 


Foremost 

among- 

Students 


iDan.  1 :  19. 


2  Dan.  1 :  20. 


5S 


Ilhtstratiojis 


The 

Unrivaled 

Statesman 


Heaven^  s 
Ambassador 


deference  won  for  him  in  his  youth  the  "favor  and  tender 
love ' '  of  the  heathen  officer  in  whose  charge  he  was. 
The  same  characteristics  marked  his  life.  Speedily  he 
rose  to  the  position  of  prime  minister  of  the  kingdom. 
Throughout  the  reign  of  successive  monarchs,  the  down- 
fall of  the  nation,  and  the  establishment  of  a  rival  king- 
dom, such  were  his  wisdom  and  statesmanship,  so  perfect 
his  tact,  his  courtesy,  and  his  genuine  goodness  of  heart, 
combined  with  fidelity  to  principle,  that  even  his  enemies 
were  forced  to  the  confession  that  **  they  could  find  none 
occasion  nor  fault;   forasmuch  as  he  was  faithful."^ 

While  Daniel  clung  to  God  with  unwavering  trust, 
the  spirit  of  prophetic  power  came  upon  him.  While 
honored  by  men  with  the  responsibilities  of  the  court 
and  the  secrets  of  the  kingdom,  he  was  honored  by  God 
as  His  ambassador,  and  taught  to  read  the  mysteries  of 
ages  to  come.  Heathen  monarchs,  through  association 
with  Heaven's  representative,  were  constrained  to  ac- 
knowledge the  God  of  Daniel.  **0f  a  truth  it  is," 
declared  Nebuchadnezzar,  "that  your  God  is  a  God  of 
gods,  and  a  Lord  of  kings,  and  a  revealer  of  secrets." 
And  Darius,  in  his  proclamation  "  unto  all  people,  na- 
tions, and  languages,  that  dwell  in  all  the  earth,"  exalted 
the  "God  of  Daniel"  as  "the  living  God,  and  steadfast 
forever,  and  His  kingdom  that  which  shall  not  be 
destroyed;"  who  "delivereth  and  rescueth,  and  . 
worketh  signs  and  wonders  in  heaven  and  in  earth."'' 


By  their  wisdom  and  justice,  by  the  purity  and 
benevolence  of  their  daily  life,  by  their  devotion  to  the 
interests  of  the  people, — and  they,  idolaters, — Joseph 
and  Daniel  proved  themselves  true  to  the  principles  of 


Dan.  6:4. 


2 Dan.  2:47;  6:25-27. 


Lives   of   Great   Men 


57 


their  early  training,  true  to  Him  whose  representatives 
they  were.  These  men,  both  in  Egypt  and  in  Babylon, 
the  whole  nation  honored;  and  in  them  a  heathen  peo- 
ple, and  all  the  nations  with  which  they  were  connected, 
beheld  an  illustration  of  the  goodness  and  beneficence  of 
God,  an  illustration  of  the  love  of  Christ. 

What  a  life-work  was  that  of  these  noble  Hebrews  ! 
As  they  bade  farewell  to  their  childhood's  home,  how 
little  did  they  dream  of  their  high  destiny!  Faithful  and* 
steadfast,  they  yielded  themselves  to  the  divine  guiding, 
so  that  through  them  God  could  fulfil  His  purpose. 

The  same  mighty  truths  that  were  revealed  through 
these  men,  God  desires  to  reveal  through  the  youth 
and  the  children  of  to-day.  The  history  of  Joseph  and 
Daniel  is  an  illustration  of  what  He  will  do  for  those 
who  yield  themselves  to  Him,  and  with  the  whole  heart 
seek  to  accomplish  His  purpose. 

The  greatest  want  of  the  world  is  the  want  of  men, — 
men  who  will  not  be  bought  or  sold;  men  who  in  their 
inmost  souls  are  true  and  honest;  men  who  do  not  fear 
to  call  sin  by  its  right  name;  men  whose  conscience  is 
as  true  to  duty  as  the  needle  to  the  pole;  men  who  will 
stand  for  the  right  though  the  heavens  fall. 

But  such  a  character  is  not  the  result  of  accident ;  it 
is  not  due  to  special  favors  or  endowments  of  Providence. 
A  noble  character  is  the  result  of  self-discipline,  of  the 
subjection  of  the  lower  to  the  higher  nature, — the  sur- 
render of  self  for  the  service  of  love  to  God  and  man. 

The  youth  need  to  be  impressed  with  the  truth  that 
their  endowments  are  not  their  own.  Strength,  time, 
intellect,  are  but  lent  treasures.  They  belong  to  God, 
and  it  should  be  the  resolve  of  every  youth  to  put  them 
to  the  highest  use.      He  is  a  branch,  from   which  God 


A   Noble 
Life-work 


The 

Worlfl's 
Greatest 
Need 


Self-Discipline 


58 


flliisti'ations 


expects  fruit;   a  steward,  whose  capital   must   yield  in- 
crease;  a  light,  to  illuminate  the  world's  darkness. 

Every  youth,  every  child,  has  a  work  to  do  for  the 
honor  of  God  and  the  uplifting  of  humanity. 


Elisha 


Faithfulness 

in  Little 

Things 


The  early  years  of  the  prophet  Elisha  were  passed 
in  the  quietude  of  country  life,  under  the  teaching  of 
God  and  nature  and  the  discipline  of  useful  work.  In  a 
time  of  almost  universal  apostasy,  his  father's  household 
were  among  the  number  who  had  not  bowed  the  knee 
to  Baal.  Theirs  was  a  home  where  God  was  honored, 
and  where  faithfulness  to  duty  was  the  rule  of  daily  life. 

The  son  of  a  wealthy  farmer,  Elisha  had  taken  up 
the  work  that  lay  nearest.  While  possessing  the  capa- 
bilities of  a  leader  among  men,  he  received  a  training  in 
life's  common  duties.  In  order  to  direct  wisely,  he  must 
learn  to  obey.  By  faithfulness  in  little  things,  he  was 
prepared  for  weightier  trusts. 

Of  a  meek  and  gentle  spirit,  Elisha  possessed  also 
energy  and  steadfastness.  He  cherished  the  love  and 
fear  of  God,  and  in  the  humble  round  of  daily  toil  he 
gained  strength  of  purpose  and  nobleness  of  character, 
growing  in  divine  grace  and  knowledge.  While  co- 
operating with  his  father  in  the  home  duties,  he  was 
learning  to  co-operate  with  God. 

The  prophetic  call  came  to  Elisha  while  with  his 
father's  servants  he  was  plowing  in  the  field.  As  Elijah, 
divinely  directed  in  seeking  a  successor,  cast  his  mantle 
upon  the  young  man's  shoulders,  Elisha  recognized  and 
obeyed  the  summons.  He  *'went  after  Elijah,  and 
ministered  unto  him."*  It  was  no  great  work  that 
was  at  first  required   of  Elisha ;    commonplace  duties 

ii  Kings  19  :  21. 


Lives   of  Great   Men 


59 


still  constituted  his  discipline.  He  is  spoken  of  as  pour- 
ing water  on  the  hands  of  Elijah,  his  master.  As  the 
prophet's  personal  attendant,  he  continued  to  prove 
faithful  in  little  things,  while  with  daily  strengthening- 
purpose  he  devoted  himself  to  the  mission  appointed 
him  by  God. 

When  he  was  first  summoned,  his  resolution  had 
been  tested.  As  he  turned  to  follow  Elijah,  he  was 
bidden  by  the  prophet  to  return  home.  He  must  count 
the  cost, — decide  for  himself  to  accept  or  reject  the 
call.  But  Elisha  understood  the  value  of  his  op- 
portunity. Not  for  any  worldly  advantage  would  he 
forego  the  possibility  of  becoming  God's  messenger,  or 
sacrifice  the  privilege  of  association  with  His  servant. 

As  time  passed,  and  Elijah  was  prepared  for  transla- 
tion, so  Elisha  was  prepared  to  become  his  successor. 
And  again  his  faith  and  resolution  were  tested.  Accom- 
panying Elijah  in  his  round  of  service,  knowing  the 
change  soon  to  come,  he  was  at  each  place  invited  by 
the  prophet  to  turn  back.  ** Tarry  here,  I  pray  thee," 
Elijah  said;  ''for  the  Lord  hath  sent  me  to  Bethel." 
But  in  his  early  labor  of  guiding  the  plow,  Elisha  had 
learned  not  to  fail  or  to  become  discouraged;  and  now 
that  he  had  set  his  hand  to  the  plow  in  another  line  of 
duty,  he  would  not  be  diverted  from  his  purpose.  As 
often  as  the  invitation  to  turn  back  was  given,  his  answer 
was,  '*As  the  Lord  liveth,  and  as  thy  soul  liveth,  I  will 
not  leave  thee."  ^ 

**And  they  two  went  on.  .  .  .  And  they  two 
stood  by  Jordan.  And  Elijah  took  his  mantle,  and 
wrapped  it  together,  and  smote  the  waters,  and  they 
were  divided  hither  and  thither,  so  that  they  two  went 
over  on  dry  ground.     And  it  came  to  pass,  when  they 

^2  Kings  2:2. 


Singleness 
of  Purpose 


Test 
of  Faith 


6o 


Ilhistrations 


The 

Supreme 

Gift 


Fruits  of 
Practical 
Training' 


were  gone  over,  that  Elijah  said  unto  EHsha,  Ask  what 
I  shall  do  for  thee,  before  I  be  taken  away  from  thee. 
And  Elisha  said,  I  pray  thee,  let  a  double  portion  of  thy 
spirit  be  upon  me.  And  he  said,  Thou  hast  asked  a 
hard  thing;  nevertheless,  if  thou  see  me  when  I  am 
taken  from  thee,  it  shall  be  so  unto  thee;  but  if  not,  it 
shall  not  be  so.  And  it  came  to  pass,  as  they  still 
went  on,  and  talked,  that,  behold,  there  appeared  a 
chariot  of  fire,  and  horses  of  fire,  and  parted  them 
both  asunder;  and  Elijah  went  up  by  a  whirlwind  into 
heaven. 

"And  Elisha  saw  it,  and  he  cried,  My  father,  my 
father,  the  chariot  of  Israel,  and  the  horsemen  thereof! 
And  he  saw  him  no  more;  and  he  took  hold  of  his  own 
clothes,  and  rent  them  in  two  pieces.  He  took  up  also 
the  mantle  of  Elijah  that  fell  from  him,  and  went  back, 
and  stood  by  the  bank  of  Jordan ;  and  he  took  the 
mantle  of  Elijah  that  fell  from  him,  and  smote  the 
waters,  and  said.  Where  is  the  Lord  God  of  Elijah? 
and  when  he  also  had  smitten  the  waters,  they  parted 
hither  and  thither;  and  Elisha  went  over.  And  when 
the  sons  of  the  prophets  which  were  to  view  at  Jericho 
saw  him,  they  said,  The  spirit  of  Elijah  doth  rest  on 
Elisha.  And  they  came  to  meet  him,  and  bowed  them- 
selves to  the  ground  before  him."^ 

Henceforth  Elisha  stood  in  Elijah's  place.  And  he 
who  had  been  faithful  in  that  which  was  least,  proved 
himself  faithful  also  in  much. 

Elijah,  the  man  of  power,  had  been  God's  instru- 
ment for  the  overthrow  of  gigantic  evils.  Idolatry, 
which,  supported  by  Ahab  and  the  heathen  Jezebel, 
had  seduced  the  nation,  had  been  cast  down.  Baal's 
prophets  had  been  slain.     The  whole  people  of  Israel 

1  2  Kings  2 :  6-15. 


Lives  of  Great   Men 


6i 


had  been  deeply  stirred,  and  many  were  returning  to 
the  worship  of  God.  As  successor  to  Ehjah  was 
needed  one  who  by  careful,  patient  instruction  could 
guide  Israel  in  safe  paths.  For  this  work  Elisha's  early 
training  under  God's  direction  had  prepared  him. 

The  lesson  is  for  all.  None  can  know  what  may  be 
God's  purpose  in  His  discipline;  but  all  may  be  certain 
that  faithfulness  in  little  things  is  the  evidence  of  fitness 
for  greater  responsibilities.  Every  act  of  life  is  a  revela- 
tion of  character,  and  he  only  who  in  small  duties  proves 
himself  "a  workman  that  needeth  not  to  be  ashamed,"^ 
will  be  honored  by  God  with  weightier  trusts. 


A    Lesson 
for  All 


Younger  than  Joseph  or  Daniel  was  Moses  when 
removed  from  the  sheltering  care  of  his  childhood's 
home;  yet  already  the  same  agencies  that  shaped  their 
lives  had  moulded  his.  Only  twelve  years  did  he  spend 
with  his  Hebrew  kindred;  but  during  these  years  was 
laid  the  foundation  of  his  greatness;  it  was  laid  by  the 
hand  of  one  little  known  to  fame. 

Jochebed  was  a  woman  and  a  slave.  Her  lot  in  life 
was  humble,  her  burden  heavy.  But  through  no  other 
woman,  save  Mary  of  Nazareth,  has  the  world  received 
greater  blessing.  Knowing  that  her  child  must  soon 
pass  beyond  her  care,  to  the  guardianship  of  those  who 
knew  not  God,  she  the  more  earnestly  endeavored  to 
link  his  soul  with  heaven.  She  sought  to  implant  in 
his  heart  love  and  loyalty  to  God.  And  faithfully  was 
the  work  accomplished.  Those  principles  of  truth  that 
were  the  burden  of  his  mother's  teaching  and  the  lesson 
of  her  life,  no  after-influence  could  induce  Moses  to 
renounce. 


Moses 


His  Mother's 
Teaching- 


2  Tim.  2: 15. 


62 


Illustrations 


In  the 

Schools 

of  ngypt 


The  Lesson 
of  Defeat 


Training  for 
Leaders  bijj 


From  the  humble  home  in  Goshen,  the  son  of 
Jochebed  passed  to  the  palace  of  the  Pharaohs,  to  the 
Egyptian  princess,  by  her  to  be  welcomed  as  a  loved 
and  cherished  son.  In  the  schools  of  Egypt,  Moses 
received  the  highest  civil  and  military  training.  Of 
great  personal  attractions,  noble  in  form  and  stature,  of 
cultivated  mind  and  princely  bearing,  and  renowned  as 
a  military  leader,  he  became  the  nation's  pride.  The 
king  of  Egypt  was  also  a  member  of  the' priesthood  ; 
and  Moses,  though  refusing  to  participate  in  the  heathen 
worship,  was  initiated  into  all  the  mysteries  of  the 
Egyptian  religion.  Egypt  at  this  time  being  still  the 
most  powerful  and  most  highly  civilized  of  nations, 
Moses,  as  its  prospective  sovereign,  was  heir  to  the 
highest  honors  this  world  could  bestow.  But  his  was 
a  nobler  choice.  For  the  honor  of  God  and  the  deliver- 
ance of  His  downtrodden  people,  Moses  sacrificed  the 
honors  of  Egypt.  Then,  in  a  special  sense,  God  under- 
took his  training. 

Not  yet  was  Moses  prepared  for  his  life-work.  He 
had  yet  to  learn  the  lesson  of  dependence  upon  divine 
power.  He  had  mistaken  God's  purpose.  It  was  his 
hope  to  deliver  Israel  by  force  of  arms.  For  this  he 
risked  all,  and  failed.  In  defeat  and  disappointment  he 
became  a  fugitive  and  exile  in  a  strange  land. 

In  the  wilds  of  Midian,  Moses  spent  forty  years  as 
a  keeper  of  sheep.  Apparently  cut  off  forever  from  his 
life's  mission,  he  was  receiving  the  discipline  essential 
for  its  fulfihnent.  Wisdom  to  govern  an  ignorant  and 
undisciplined  multitude  must  be  gained  through  self- 
mastery.  In  the  care  of  the  sheep  and  the  tender 
lambs  he  must  obtain  the  experience  that  would  make 
him  a  faithful,  long-suffering  shepherd   to  Israel.      That 


Lives   of   Great    Men 


63 


he  might  become  a  representative  of  God,  he  must  learii 
of  Him. 

The  influences  that  had  surrounded  him  in  Egypt, 
the  affection  of  his  foster-mother,  his  own  position  as 
the  grandson  of  the  king,  the  luxury  and  vice  that 
allured  in  ten  thousand  forms,  the  refinement,  the  sub- 
tlety, and  the  mysticism  of  a  false  religion,  had  made 
an  impression  on  his  mind  and  character.  In  the  stern 
simplicity  of  the  wilderness,  all  this  disappeared. 

Amidst  the  solemn  majesty  of  the  mountain  soli- 
tudes, Moses  was  alone  with  God.  Everywhere  the 
Creator's  name  was  written.  Moses  seemed  to  stand 
in  His  presence,  and  to  be  overshadowed  by  His  power. 
Here  his  self-sufficiency  was  swept  away.  In  the  pres- 
ence of  the  Infinite  One  he  realized  how  weak,  how 
inefficient,  how  short-sighted,  is  man. 

Here  Moses  gained  that  which  went  with  him 
throughout  the  years  of  his  toilsome  and  care-burdened 
life, — a  sense  of  the  personal  presence  of  the  Divine 
One.  Not  merely  did  he  look  down  the  ages  for  Christ 
to  be  made  manifest  in  the  flesh ;  he  saw  Christ  accom- 
panying the  host  of  Israel  in  all  their  travels.  When 
misunderstood  and  misrepresented,  when  called  to  bear 
reproach  and  insult,  to  face  danger  and  death,  he  ^vas 
able  to  endure  *'as  seeing  Him  who  is  invisible."^ 

Moses  did  not  merely  think  of  God,  he  saw^  Him. 
God  was  the  constant  vision  before  him.  Never  did  he 
lose  sight  of  His  face. 

To  Moses  faith  was  no  guesswork;  it  was  a  reality. 
He  believed  that  God  ruled  his  life  in  particular;  and 
in  all  its  details  he  acknowledged  Him.  For  strength 
to  withstand  every  temptation,  he  trusted  in  Him. 

The  great  work  assigned  him  he  desired  to  make  in 


Alone 
•with  God 


Power 

through 

Faith 


Heb.  II  :2y. 


64 


Illustrati^ 


Results 

of  His 

Training 


the  highest  degree  successful,  and  he  placed  his  whole 
dependence  upon  divine  power.  He  felt  his  need  of 
help,  asked  for  it,  by  faith  grasped  it,  and  in  the  assur- 
ance of  sustaining  strength  went  forward. 

Such  was  the  experience  that  Moses  gained  by  his 
forty  years  of  training  in  the  desert.  To  impart  such 
an  experience,  Infinite  Wisdom  counted  not  the  period 
too  long  or  the  price  too  great. 

The  results  of  that  training,  of  the  lessons  there 
taught,  are  bound  up,  not  only  with  the  history  of 
Israel,  but  with  all  which  from  that  day  to  this  has  told 
for  the  world's  progress.  The  highest  testimony  to  the 
greatness  of  Moses,  the  judgment  passed  upon  his  hfe 
by  Inspiration,  is,  "There  arose  not  a  prophet  since  in 
Israel  like  unto  Moses,  whom  Jehovah  knew  face  to 
face."i 


Paul 


'An  Hebrew 

of  the 

Hebrews" 


With  the  faith  and  experience  of  the  Galilean  dis- 
ciples who  had  companied  with  Jesus  were  united,  in 
the  work  of  the  gospel,  the  fiery  vigor  and  intellectual 
power  of  a  rabbi  of  Jerusalem.  A  Roman  citizen,  born 
in  a  Gentile  city;  a  Jew,  not  only  by  descent  but  by 
lifelong  training,  patriotic  devotion,  and  religious  faith; 
educated  in  Jerusalem  by  the  most  eminent  of  the 
rabbis,  and  instructed  in  all  the  laws  and  traditions  of 
the  fathers,  Saul  of  Tarsus  shared  to  the  fullest  extent 
the  pride  and  the  prejudices  of  his  nation.  While  still 
a  young  man,  he  became  an  honored  member  of  the 
Sanhedrin.  He  was  looked  upon  as  a  man  of  promise, 
a  zealous  defender  of  the  ancient  faith. 

In  the  theological  schools  of  Judea,  the  word 
of  God  had  been  set  aside  for  human  speculations; 
it  was  robbed  of  its  power  by  the  interpretations  and 


Deut.  34:10. 


Lives  of   Great   Men 


65 


traditions  of  the  rabbis.  Self-aggrandizement,  love  of 
domination,  jealous  exclusiveness,  bigotry  and  contemp- 
tuous pride,  were  the  ruling  principles  and  motives  of 
these  teachers. 

The  rabbis  gloried  in  their  superiority,  not  only  to 
the  people  of  other  nations,  but  to  the  masses  of  their 
own.  With  their  fierce  hatred  of  their  Roman  oppress- 
ors, they  cherished  the  determination  to  recover  by  force 
of  arms  their  national  supremacy.  The  followers  of 
Jesus,  whose  message  of  peace  was  so  contrary  to 
their  schemes  of  ambition,  they  hated  and  put  to  death. 
In  this  persecution,  Saul  was  one  of  the  most  bitter  and 
relentless  actors. 

In  the  military  schools  of  Egypt,  Moses  was  taught 
the  law  of  force,  and  so  strong  a  hold  did  this  teaching 
have  upon  his  character  that  it  required  forty  years  of 
quiet  and  communion  with  God  and  nature  to  fit  him 
for  the  leadership  of  Israel  by  the  law  of  love.  The 
same  lesson   Paul  had  to  learn. 

At  the  gate  of  Damascus  the  vision  of  the  Crucified 
One  changed  the  whole  current  of  his  life.  The  perse- 
cutor became  a  disciple,  the  teacher  a  learner.  The 
days  of  darkness  spent  in  solitude  at  Damascus  were 
as  years  in  his  experience.  The  Old  Testament  Scrip- 
tures stored  in  his  memory  were  his  study,  and  Christ 
his  teacher.  To  him  also  nature's  solitudes  became  a 
school.  To  the  desert  of  Arabia  he  went,  there  to 
study  the  Scriptures  and  to  learn  of  God.  He  emptied 
his  soul  of  the  prejudices  and  traditions  that  had  shaped 
his  life,  and  received  instruction  from  the  Source  of 
truth. 

His  after-life  was  inspired  by  the  one  principle  of 
self-sacrifice,  the  ministry  of  love.      'T  am  debtor,"  he 


A   Leader  in 
Persecution 


The    Vision 
of    the 
Crucified 


66 


Illustrations 


Craftsman, 

Treacher, 

Missionary 


Sympathy 

and 

Insight 


Mastership 


said,  "both  to  the  Greeks,  and  to  the  barbarians;  both 
to  the  wise,  and  to  the  unwise."  "The  love  of  Christ 
constraineth  us."^ 

The  greatest  of  human  teachers,  Paul  accepted  the 
lowliest  as  well  as  the  highest  duties.  He  recognized 
the  necessity  of  labor  for  the  hand  as  well  as  for  the 
mind,  and  he  wrought  at  a  handicraft  for  his  own  sup- 
port. His  trade  of  tent-making  he  pursued  while  daily 
preaching  the  gospel  in  the  great  centers  of  civilization. 
"These  hands,"  he  said,  at  parting  with  the  elders  of 
Ephesus,  "have  ministered  unto  my  necessities,  and  to 
them  that  were  with  me."^ 

While  he  possessed  high  intellectual  endowments, 
the  life  of  Paul  revealed  the  power  of  a  rarer  wisdom. 
Principles  of  deepest  import,  principles  concerning  which 
the  greatest  minds  of  his  time  were  ignorant,  are  un- 
folded in  his  teachings  and  exemplified  in  his  life.  He 
had  that  greatest  of  all  wisdom,  which  gives  quickness 
of  insight  and  sympathy  of  heart,  which  brings  man  in 
touch  with  men,  and  enables  him  to  arouse  their  better 
nature  and  inspire  them  to  a  higher  life. 

Listen  to  his  words  before  the  heathen  Lystrians,  as 
he  points  them  to  God  revealed  in  nature,  the  Source  of 
all  good,  who  "gave  us  rain  from  heaven,  and  fruitful 
seasons,  filling  our  hearts  with  food  and  gladness."' 

See  him  in  the  dungeon  at  Philippi,  where,  despite 
his  pain-racked  body,  his  song  of  praise  breaks  the 
silence  of  midnight.  After  the  earthquake  has  opened 
the  prison  doors,  his  voice  is  again  heard,  in  words  of 
cheer  to  the  heathen  jailer,  "Do  thyself  no  harm;  for 
we  are  all  here,"* — every  man  in  his  place,  restrained  by 
the  presence  of  one  fellow-prisoner.  And  the  jailer, 
convicted   of  the    reality  of  that   faith    which   sustains 


Rom.  1 :  14 ;  2  Cor.  5 :  14. 
3  Acts  14  :  17. 


2  Acts  20  :34. 

<  Acts  16;  28. 


Lives   of  Great   Men 


67 


Paul,  inquires  the  way  of  salvation,  and  with  his  whole 
household  unites  with  the  persecuted  band  of  Christ's 
disciples. 

See  Paul  at  Athens  before  the  council  of  the  Areop- 
agus, as  he  meets  science  with  science,  logic  with  logic, 
and  philosophy  with  philosophy.  Mark  how,  with 
the  tact  born  of  divine  love,  he  points  to  Jehovah  as 
the  "Unknown  God,"  whom  his  hearers  have  igno- 
rantly  worshiped;  and  in  words  quoted  from  a  poet  of 
their  own  he  pictures  Him  as  a  Father  whose  children 
they  are.  Hear  him,  in  that  age  of  caste,  when  the 
rights  of  man  as  man  were  wholly  unrecognized,  as 
he  sets  forth  the  great  truth  of  human  brotherhood, 
declaring  that  God  "  hath  made  of  one  blood  all  nations 
of  men  for  to  dwell  on  all  the  face  of  the  earth."  Then 
he  shows  how,  through  all  the  dealings  of  God  with 
man,  runs  like  a  thread  of  gold  His  purpose  of  grace 
and  mercy.  He  "hath  determined  the  times  before 
appointed,  and  the  bounds  of  their  habitation;  that  they 
should  seek  the  Lord,  if  haply  they  might  feel  after 
Him,  and  find  Him,  though  He  be  not  far  from  every 
one  of  us."^ 

Hear  him  in  the  court  of  Festus,  when  King 
Agrippa,  convicted  of  the  truth  of  the  gospel,  exclaims, 
"Almost  thou  persuadest  me  to  be  a  Christian."  With 
what  gentle  courtesy  does  Paul,  pointing  to  his  own 
chain,  make  answer,  "I  would  to  God,  that  not  only 
thou,  but  also  all  that  hear  me  this  day,  were  both 
almost  and  altogether  such  as  I  am,  except  these 
bonds."  ^ 

Thus  passed  his  life,  as  described  in  his  own  words, 
"in  journeyings  often,  in  perils  of  waters,  in  perils  of 
robbers,  in  perils  by  mine  own  countrymen,  in  perils  by 

1  Acts  17  :  23,  26,  27.  '     ■•^  Acts  26 :  28,  29. 


In  Advance 
of  His  Age 


A  Strenuous 
Life 


68 


Illustrations 


The  Joy 
of  Service 


the  heathen,  in  perils  in  the  city,  in  perils  in  the  wilder- 
ness,  in  perils  in  the  sea,  in  perils  among  false  brethren; 
in  weariness  and  painfulness,  in  watchings  often,  in 
hunger  and  thirst,  in  fastings  often,  in  cold  and  naked- 
ness."^ 

** Being  reviled,"  he  said,  "we  bless;  being  perse- 
cuted, we  suffer  it;  being  defamed,  we  entreat;"  "as 
sorrowful,  yet  alway  rejoicing;  as  poor,  yet  making 
many  rich;  as  having  nothing,  and  yet  possessing  all 
things."' 

In  service  he  found  his  joy;  and  at  the  close  of  his 
life  of  toil,  looking  back  on  its  struggles  and  triumphs, 
he  could  say,  "I  have  fought  a  good  fight. "^ 


Sntis  fieri 

M'iih   Their 

Choice 


These  histories  are  of  vital  interest.  To  none  are 
they  of  deeper  importance  than  to  the  youth.  Moses 
renounced  a  prospective  kingdom,  Paul  the  advantages 
of  wealth  and  honor  among  his  people,  for  a  life  of 
burden-bearing  in  God's  service.  To  many  the  life  of 
these  men  appears  one  of  renunciation  and  sacrifice. 
Was  it  really  so?  Moses  counted  the  reproach  of 
Christ  greater  riches  than  the  treasures  in  Egypt.  He 
counted  it  so  because  it  was  so.  Paul  declared:  "What 
things  were  gain  to  me,  these  have  I  counted  loss  for 
Christ.  Yea  verily,  and  I  count  all  things  to  be  loss 
for  the  excellency  of  the  knowledge  of  Christ  Jesus  my 
Lord;  for  whom  I  suffered  the  loss  of  all  things,  and 
do  count  them  but  refuse  that  I  may  gain  Christ."*  He 
was  satisfied  with  his  choice. 

Moses  was  offered  the  palace  of  the  Pharaohs  and 
the  monarch's  throne;  but  the  sinful  pleasures  that 
make  men  forget  God  were  in  those  lordly  courts,  and 


•  2  Cor   II  :  26,  27. 
"  2  T  i  m .  4  :  7. 


I  Cor.  4:12,13:2  Cor.  G  :  10. 

M'liil.  3:  7,  «,  R.  v.,  margin. 


Lives   of   Great  Men 


69 


he  chose  instead  the  "durable  riches  and  righteous- 
ness."^ Instead  of  Hnking  himself  with  the  greatness 
of  Egypt,  he  chose  to  bind  up  his  life  with  God's  pur- 
pose. Instead  of  giving  laws  to  Egypt,  he  by  divine 
direction  enacted  laws  for  the  world.  He  became 
God's  instrument  in  giving  to  men  those  principles  that 
are  the  safeguard  alike  of  the  home  and  of  society,  that 
are  the  corner-stone  of  the  prosperity  of  nations, — prin- 
ciples recognized  to-day  by  the  world's  greatest  men 
as  the  foundation  of  all  that  is  best  in  human  govern- 
ments. 

The  greatness  of  Egypt  is  in  the  dust.  Its  power 
and  civilization  have  passed  away.  But  the  work  of 
Moses  can  never  perish.  The  great  principles  of  right- 
eousness which  he  liv^ed  to  establish  are  eternal. 

Moses'  life  of  toil  and  heart-burdening  care  was  irra- 
diated with  the  presence  of  Him  who  is  "the  chiefest 
among  ten  thousand,"  and  the  One  "altogether  lovely."^ 
With  Christ  in  the  wilderness  wandering,  with  Christ  on 
the  mount  of  transfiguration,  with  Christ  in  the  heavenly 
courts, — his  was  a  life  on  earth  blessing  and  blessed, 
and  in  heaven  honored. 

Paul  also  in  his  manifold  labors  was  upheld  by 
the  sustaining  power  of  His  presence.  "I  can  do  all 
things,"  he  said,  ^'through  Christ  which  strengtheneth 
me."  "Who  shall  separate  us  from  the  love  of  Christ? 
shall  tribulation,  or  distress,  or  persecution,  or  famine, 
or  nakedness,  or  peril,  or  sword?  .  .  .  Nay,  in  all 
these  things  we  are  more  than  conquerors  through  Him 
that  loved  us.  For  I  am  persuaded,  that  neither  death, 
nor  life,  nor  angels,  nor  principalities,  nor  powers,  nor 
things  present,  nor  things  to  come,  nor  height,  nor 
depth,  nor  any  other  created  thing,  ^  shall    be  able  to 

1  Prov.  8:8.  ^  Cant.  5  :  10,  16.  ^  Rotherham's  translation. 


The 

Abiding 

Greatness 


With  Christ 


Lire's 
Reconi})ense 


70  tUustratiojis 

separate  us  from  the  love  of  God,  which   is   in   Christ 
Jesus  our  Lord."^ 

Yet  there  is  a  future  joy  to  which  Paul  looked  for- 
ward as  the  recompense  of  his  labors, — the  same  joy  for 
the  sake  of  which  Christ  endured  the  cross  and  despised 
the  shame, — the  joy  of  seeing  the  fruition  of  his  work. 
''What  is  our  hope,  or  joy,  or  crown  of  rejoicing?"  he 
wrote  to  the  Thessalonian  converts..  "Are  not  even  ye 
in  the  presence  of  our  Lord  Jesus  Christ  at  His  coming? 
For  ye  are  our  glory  and  joy.""^ 

Who  can  measure  the  results  to  the  world  of  Paul's 
life-work?  Of  all  those  beneficent  influences  that  alle- 
viate suffering,  that  comfort  sorrow,  that  restrain  evil, 
that  uplift  life  from  the  selfish  and  the  sensual,  and 
glorify  it  with  the  hope  of  immortality,  how  much  is 
due  to  the  labors  of  Paul  and  his  fellow-workers,  as  with 
the  gospel  of  the  Son  of  God  they  made  their  unnoticed 
journey  from  Asia  to  the  shores  of  Europe? 

What  is  it  worth  to  any  life  to  have  been  God's 
instrument  in  setting  in  motion  such  influences  of  bless- 
ing? What  will  it  be  worth  in  eternity  to  witness  the 
results  of  such  a  life-work? 

1  Phil   J,  :  13;  Rom.  8  :  35-39.  -  i  Thess.  2  .  19,  20. 


The  Master    Teacher 


''Never  tnan   spake  like  this  Man."" 


The    Teacher   Sent 
from    God 


'CONSIDER    HIM' 


TTIS  name  shall  be  called  Wonderful,  Counselor, 
^  -^  the  mighty  God,  the  everlasting  Father,  the 
Prince  of  peace.  "^ 

In  the  Teacher  sent  from  God,  heaven  gave  to  men 
its  best  and  greatest.  He  who  had  stood  in  the  coun- 
cils of  the  Most  High,  who  had  dwelt  in  the  innermost 
sanctuary  of  the  Eternal,  was  the  One  chosen  to  reveal 
in  person  to  humanity  the  knowledge  of  God. 

Through  Christ  had  been  communicated  every  ray 
of  divine  light  that  had  ever  reached  our  fallen  world. 
It  was  He  who  had  spoken  through  every  one  that 
throughout  the  ages  had  declared  God's  word  to  man. 
Of  Him  all  the  excellences  manifest  in  the  earth's 
greatest  and  noblest  souls  were  reflections.  The  purity 
and  beneficence  of  Joseph,  the  faith  and  meekness  and 
long-suffering  of  Moses,  the  steadfastness  of  Elisha,  the 
noble  integrity  and  firmness  of  Daniel,  the  ardor  and 
self-sacrifice  of  Paul,  the  mental  and  spiritual  power  man- 
ifest in  all  these  men,  and  in  all  others  who  had  ever 
dwelt  on  the  earth,  were  but  gleams  from  the  shining 
of  His  glory.      In  Him  was  found  the  perfect  ideal. 

To  reveal  this  ideal  as  the  only  true  standard  for 
attainment;    to   show  what  every   human   being  might 

Usa.  9:6.  (73) 


Heaven's 
Best  and 
Grentest 


The  Perfect 
Ideal 


74 


The   Master    Teacher 


Results   of 

False 

Teaching- 


Pretense  for 
Reality 


become;  what,  through  the  indweUing  of  humanity  by 
divinity,  all  who  received  Him  would  become, — for  this, 
Christ  came  to  the  world.  He  came  to  show  how  men 
are  to  be  trained  as  befits  the  sons  of  God;  how  on 
earth  they  are  to  practise  the  principles  and  to  live  the 
life  of  heaven. 

God's  greatest  gift  was  bestowed  to  meet  man's 
greatest  need.  The  Light  appeared  when  the  world's 
darkness  was  deepest.  Through  false  teaching,  the 
minds  of  men  had  long  been  turned  away  from  God. 
In  the  prevailing  systems  of  education,  human  philos- 
ophy had  taken  the  place  of  divine  revelation.  Instead 
of  the  heaven-given  standard  of  truth,  men  had  ac- 
cepted a  standard  of  their  own  devising.  From  the 
Light  of  life  they  had  turned  aside  to  walk  in  the  sparks 
of  the  fire  which  they  had  kindled. 

Having  separated  from  God,  their  only  dependence 
being  the  power  of  humanity,  their  strength  was  but 
weakness.  Even  the  standard  set  up  by  themselves 
they  were  incapable  of  reaching.  The  want  of  true 
excellence  was  supplied  by  appearance  and  profession. 
Semblance  took  the  place  of  reality. 

From  time  to  time,  teachers  arose  who  pointed  men 
to  the  Source  of  truth.  Right  principles  were  enunci- 
ated, and  human  lives  witnessed  to  their  power.  But 
these  efforts  made  no  lasting  impression.  There  was 
a  brief  check  in  the  current  of  evil,  but  its  downward 
course  was  not  stayed.  The  reformers  were  as  lights 
that  shone  in  the  darkness;  but  they  could  not  dispel 
it.     The  world  ''loved  darkness  rather  than  light. "^ 

When  Christ  came  to  the  earth,  humanity  seemed 
to  be  fast  reaching  its  lowest  point.  The  very  founda- 
tions of  society    were  undermined.      Life   had   become 

1  John  3  :  19, 


The    Teacher   Sent  from    God 


75 


false  and  artificial.  The  Jews,  destitute  of  the  power 
of  God's  word,  gave  to  the  world  mind-benumbing, 
soul-deadening  traditions  and  speculations.  The  wor- 
ship of  God  **in  Spirit  and  in  truth,"  had  been  sup- 
planted by  the  glorification  of  men  in  an  endless  round 
of  man-made  ceremonies.  Throughout  the  world,  all 
systems  of  religion  were  losing  their  hold  on  mind  and 
soul.  Disgusted  with  fable  and  falsehood,  seeking  to 
drown  thought,  men  turned  to  infidelity  and  materi- 
alism. Leaving  eternity  out  of  their  reckoning,  they 
lived  for  the  present. 

As  they  ceased  to  recognize  the  Divine,  they  ceased 
to  regard  the  human.  Truth,  honor,  integrity,  con- 
fidence, compassion,  were  departing  from  the  earth. 
Relentless  greed  and  absorbing  ambition  gave  birth  to 
universal  distrust.  The  idea  of  duty,  of  the  obligation 
of  strength  to  weakness,  of  human  dignity  and  human 
rights,  was  cast  aside  as  a  dream  or  a  fable.  The  com- 
mon people  were  regarded  as  beasts  of  burden  or  as 
the  tools  and  the  stepping-stones  for  ambition.  Wealth 
and  power,  ease  and  self-indulgence,  were  sought  as 
the  highest  good.  Physical  degeneracy,  mental  stupor, 
spiritual  death,  characterized  the  age. 

As  the  evil  passions  and  purposes  of  men  banished 
God  from  their  thoughts,  so  forgetfulness  of  Him  in- 
clined them  more  strongly  to  evil.  The  heart  in  love 
with  sin  clothed  Him  with  its  own  attributes,  and  this 
conception  strengthened  the  power  of  sin.  Bent  on 
self-pleasing,  men  came  to  regard  God  as  such  a  one  as 
themselves, — a  Being  whose  aim  was  self-glory,  whose 
requirements  were  suited  to  His  own  pleasure;  a  Being 
by  whom  men  were  lifted  up  or  cast  down  according 
as  they  helped  or  hindered  His  selfish  purpose.     The 


Formalism ; 
Materialism 


Human 

Rights 

Disregarded 


Miscoiiceptio  ti 
of  God 


76 


The   Master    Teacher 


Evil 
Unrestrained 


The  Power 

of  a 

New  Life 


With 

the  Love  of 

Eternity- 


lower  classes  regarded  the  Supreme  Being  as  one 
scarcely  differing  from  their  oppressors,  save  by  ex- 
ceeding them  in  power.  By  these  ideas  every  form  of 
religion  was  moulded.  Each  was  a  system  of  exaction. 
By  gifts  and  ceremonies,  the  worshipers  sought  to  pro- 
pitiate the  Deity,  in  order  to  secure  His  favor  for  their 
own  ends.  Such  religion,  having  no  power  upon  the 
heart  or  the  conscience,  could  be  but  a  round  of  forms, 
of  which  men  wearied,  and  from  which,  except  for  such 
gain  as  it  might  offer,  they  longed  to  be  free.  So  evil, 
unrestrained,  grew  stronger,  while  the  appreciation  and 
desire  for  good  diminished.  Men  lost  the  image  of 
God,  and  received  the  impress  of  the  demoniacal  power 
by  which  they  were  controlled.  The  whole  world  was 
becoming  a  sink  of  corruption. 

There  was  but  one  hope  for  the  human  race, — that 
into  this  mass  of  discordant  and  corrupting  elements 
might  be  cast  a  new  leaven;  that  there  might  be  brought 
to  mankind  the  power  of  a  new  life;  that  the  knowledge 
of  God  might  be  restored  to  the  world. 

Christ  came  to  restore  this  knowledge.  He  came  to 
set  aside  the  false  teaching  by  which  those  who  claimed 
to  know  God  had  misrepresented  Him.  He  came  to 
manifest  the  nature  of  His  law,  to  reveal  in  His  own 
character  the  beauty  of  holiness. 

Christ  came  to  the  world  with  the  accumulated  love 
of  eternity.  Sweeping  away  the  exactions  which  had 
encumbered  the  law  of  God,  He  showed  that  the  law  is 
a  law  of  love,  an  expression  of  the  Divine  Goodness. 
He  showed  that  in  obedience  to  its  principles  is  involved 
the  happiness  of  mankind,  and  with  it  the  stability,  the 
very  foundation  and  framework,  of  human  society. 

So  far  from  making  arbitrary  requirements,  God's  law 


The    Teacher   Sent  from    God 


77 


is  given  to  men  as  a  hedge,  a  shield.  Whoever  accepts 
its  principles  is  preserved  from  evil.  Fidelity  to  God 
involves  fidelity  to  man.  Thus  the  law  guards  the 
rights,  the  individuality,  of  every  human  being.  It 
restrains  the  superior  from  oppression,  and  the  subor- 
dinate from  disobedience.  It  insures  man's  well-being, 
both  for  this  world  and  foi  the  world  to  come.  To  the 
obedient  it  is  the  pledge  of  eternal  life;  for  it  expresses 
the  principles  that  endure  forever. 

Christ  came  to  demonstrate  the  value  of  the  divine 
principles  by  revealing  their  power  for  the  regeneration 
of  humanity.  He  came  to  teach  how  these  principles 
are  to  be  developed  and  applied. 

With  the  people  of  that  age,  the  value  of  all  things 
was  determined  by  outward  show.  As  religion  had 
declined  in  power,  it  had  increased  in  pomp.  The  edu- 
cators of  the  time  sought  to  command  respect  by  display 
and  ostentation.  *To  all  this  the  life  of  Jesus  presented 
a  marked  contrast.  His  life  demonstrated  the  worth- 
lessness  of  those  things  that  men  regarded  as  life's  great 
essentials.  Born  amidst  surroundings  the  rudest,  shar- 
ing a  peasant's  home,  a  peasant's  fare,  a  craftsman's 
occupation,  living  a  life  of  obscurity,  identifying  Himself 
with  the  world's  unknown  toilers, — amidst  these  condi- 
tions and  surroundings, — Jesus  followed  the  divine  plan 
of  education.  The  schools  of  His  time,  with  their  mag- 
nifying of  things  small  and  their  belittling  of  things 
great.  He  did  not  seek.  His  education  was  gained 
directly  from  the  Heaven-appointed  sources;  from  useful 
work,  from  the  study  of  the  Scriptures  and  of  nature, 
and  from  the  experiences  of  life, — God's  lesson-books, 
full  of  instruction  to  all  who  bring  to  them  the  willing 
hand,  the  seeing  eye,  and  the  understanding  heart. 


Demonstration 
of  True 
Principles 


Simplicity 


78 


The   Master    Teacher 


Sympathy 


'He  Suffered 
Being- 
Tempted" 


What 

He  Taught, 

He  Was 


"  The  Child  grew,  and  waxed  strong  in  spirit,  filled 
with  wisdom;  and  the  grace  of  God  was  upon  Him."  ^ 

Thus  prepared,  He  went  forth  to  His  mission,  in 
every  moment  of  His  contact  with  men  exerting  upon 
them  an  influence  to  bless,  a  power  to  transform,  such 
as  the  world  had  never  witnessed. 

He  who  seeks  to  transform  humanity  must  himself 
understand  humanity.  Only  through  sympathy,  faith, 
and  love  can  men  be  reached  and  uplifted.  Here  Christ 
stands  revealed  as  the  master  teacher;  of  all  that  ever 
dwelt  on  the  earth,  He  alone  has  perfect  understanding 
of  the  human  soul. 

"We  have  not  a  high  priest" — master  teacher,  for 
the  priests  were  teachers — "we  have  not  a  high  priest 
that  can  not  be  touched  with  the  feeling  of  our  infirmi- 
ties ;  but  one  that  hath  been  in  all  points  tempted  like  as 
we  are."  '^ 

*Tn  that  He  Himself  hath  suffered  being  tempted. 
He  is  able  to  succor  them  that  are  tempted."  ^ 

Christ  alone  had  experience  in  all  the  sorrows  and 
temptations  that  befall  human  beings.  Never  another  of 
woman  born  was  so  fiercely  beset  by  temptation;  never 
another  bore  so  heavy  a  burden  of  the  world's  sin  and 
pain.  Never  was  there  another  whose  sympathies  were 
so  broad  or  so  tender.  A  sharer  in  all  the  experiences 
of  humanity,  He  could  feel  not  only  for,  but  with,  every 
burdened  and  tempted  and  struggling  one. 

What  He  taught,  He  lived.  "  I  have  given  you  an 
example,"  He  said  to  His  disciples  ;  "that  ye  should  do 
as  I  have  done."  *T  have  kept  My  Father's  command- 
ments." *  Thus  in  His  life,  Christ's  words  had  perfect 
illustration  and  support.  And  more  than  this;  what  He 
taught.  He   was.      His  words   were  the  expression,  not 


^Luke  2.40. 
3Heb. 


2Heb.  4:15,  K.  V. 
^John  13:15; 


The    Teacher   Sent  from  God 


79 


only  of  His  own  life-experience,  but  of  His  own  char- 
acter. Not  only  did  He  teach  the  truth,  but  He  was 
the  truth.      It  was  this  that  gave  His  teaching  power. 

Christ  was  a  "faithful  reprover.  Never  lived  there 
another  who  so  hated  evil ;  never  another  whose  denun- 
ciation of  it  was  so  fearless.  To  all  things  untrue  and 
base  His  very  presence  was  a  rebuke.  In  the  light  of 
His  purity,  men  saw  themselves  unclean,  their  life's  aims 
mean  and  false.  Yet  He  drew  them.  He  who  had 
created  man,  understood  the  value  of  humanity.  Evil 
He  denounced  as  the  foe  of  those  whom  He  was  seeking 
to  bless  and  to  save.  In  every  human  being,  however 
fallen,  He  beheld  a  son  of  God,  one  who  might  be 
restored  to  the   privilege  of  his  divane   relationship. 

"God  sent  not  His  Son  into  the  world  to  condemn 
the  world ;  but  that  the  world  through  Him  might  be 
saved."  ^  Looking  upon  men  in  their  suffering  and 
degradation,  Christ  perceived  ground  for  hope  where 
appeared  only  despair  and  ruin.  Wherever  there  existed 
a  sense  of  need,  there  He  saw  opportunity  for  uplifting. 
Souls  tempted,  defeated,  feeling  themselves  lost,  ready  to 
perish.  He  met,  not  with  denunciation,  but  with  blessing. 

The  beatitudes  were  His  greeting  to  the  whole 
human  family.  Looking  upon  the  vast  throng  gathered 
to  listen  to  the  sermon  on  the  mount.  He  seemed  for  the 
moment  to  have  forgotten  that  He  was  not  in  heaven, 
and  He  used  the  familiar  salutation  of  the  world  of  light, 
r^rom  His  lips  flowed  blessings  as  the  gushing  forth  of  a 
long-sealed  fountain. 

Turning  from  the  ambitious,  self-satisfied  favorites 
of  this  world.  He  declared  that  those  were  blessed 
who,  however  great  their  need,  would  receive  His  light 
and    love.     To  the  poor   in  spirit,  the    sorrowing,  the 

ijohii  3  :  17. 


Power  to 
Win  Hearts 


Salutation 
of  Blessing- 


8o 


The   Master    Teacher 


Perception 

of  Man's 

Possibilities 


In    the 

Secret  Place 

of  Po  wer 


persecuted,  He  stretched  out  His  arms,  saying,   "Come 
unto  Me.     ...     I  will  give  you  rest."^ 

In  every  human  being  He  discerned  infinite  possibil- 
ities. He  saw  men  as  they  might  be,  transfigured  by 
His  grace, — in  ''the  beauty  of  the  Lord  our  God."^ 
Looking  upon  them  with  hope,  He  inspired  hope. 
Meeting  them  with  confidence,  He  inspired  trust.  Re- 
vealing in  Himself  man's  true  ideal,  He  awakened,  for 
its  attainment,  both  desire  and  faith.  In  His  presence 
souls  despised  and  fallen  realized  that  they  still  were 
men,  and  they  longed  to  prove  themselves  worthy  of 
His  regard.  In  many  a  heart  that  seemed  dead  to  all 
things  holy  were  awakened  new  impulses.  To  many  a 
despairing  one  there  opened  the  possibility  of  a  new  life. 

Christ  bound  men  to  His  heart  by  the  ties  of  love 
and  devotion ;  and  by  the  same  ties  He  bound  them  to 
their  fellow-men.  With  Him  love  was  life,  and  life  was 
service.  "Freely  ye  have  received,"  He  said,  ''freely 
give."' 

It  was  not  on  the  cross  only  that  Christ  sacrificed 
Himself  for  humanity.  As  "  He  went  about  doing 
good,"  *  every  day's  experience  was  an  outpouring  of 
His  life.  In  one  way  only  could  such  a  life  be  sustained. 
Jesus  lived  in  dependence  upon  God  and  communion 
with  Him.  To  the  secret  place  of  the  Most  High,  under 
the  shadow  of  the  Almighty,  men  now  and  then  repair; 
they  abide  for  a  season,  and  the  result  is  manifest  in 
noble  deeds;  then  their  faith  fails,  the  communion  is 
interrupted,  and  the  life-work  marred.  But  the  hfe  of 
Jesus  was  a  life  of  constant  trust,  sustained  by  con- 
tinual communion ;  and  His  service  for  heaven  and 
earth  was  without  failure  or  faltering. 

As  a  man  He  supplicated  the  throne  of  God,  till  His 


iMatt.  II  :28. 


^Ps.  uo  :  17. 


^Matt.  10:  8. 


*  Acts  10  :  38. 


The    TcacJicr   Sent  from    God 


8i 


humanity  was  charged  with  a  heavenly  current  that  con- 
nected humanity  with  divinity.  Receiving  life  from  God, 
He  imparted  life  to  men. 

''Never  man  spake  like  this  Man."^  This  would 
have  been  true  of  Christ  had  He  taught  only  in  the 
realm  of  the  physical  and  the  intellectual,  or  in  mat- 
ters of  theory  and  speculation  solely.  He  might  have 
unlocked  mysteries  that  have  required  centuries  of  toil 
and  study  to  penetrate.  He  might  have  made  sugges- 
tions in  scientific  lines  that,  "till  the  close  of  time,  would 
have  afforded  food  for  thought  and  stimulus  for  inven- 
tion. But  He  did  not  do  this.  He  said  nothing  to 
gratify  curiosity  or  to  stimulate  selfish  ambition.  He 
did  not  deal  in  abstract  theories,  but  in  that  which  is 
essential  to  the  development  of  character;  that  which 
will  enlarge  man's  capacity  for  knowing  God,  and 
increase  his  power  to  do  good.  He  spoke  of  those 
truths  that  relate  to  the  conduct  of  life,  and  that  unite 
man   with  eternity. 

Instead  of  directing  the  people  to  study  men's  the- 
ories about  God,  His  word,  or  His  works,  He  taught 
them  to  behold  Him,  as  manifested  in  His  works,  in 
His  word,  and  by  His  providences.  He  brought  their 
minds  in  contact  with  the  mind  of  the  Infinite. 

The  people  "were  astonished  at  His  teaching;'"'  for 
His  word  was  with  power."  ^  Never  before  spoke  one 
who  had  such  power  to  awaken  thought,  to  kindle  aspira- 
tion, to  arouse  every  capability  of  body,  mind,  and  soul. 

Christ's  teaching,  like  His  sympathies,  embraced  the 
world.  Never  can  there  be  a  circumstance  of  life,  a 
crisis  in  human  experience,  which  has  not  been  antici- 
pated in  His  teaching,  and  for  which  its  principles  have 
not  a  lesson.     The  Prince  of  teachers.  His  words  will 

iJohn7:46.  2  r.  y.  3Luke4:32. 

6 


The  Scope 
of  His 
Teaching- 


For 

All  Men 
and 
All  Ag-es 


82  The    Master    Teacher 

be  found  a  guide  to  His  co-workers  till  the  end  of  time. 

To  Him  the  present  and  the  future,  the  near  and  the 
far,  were  one.  He  had  in  view  the  needs  of  all  man- 
kind. Before  His  mind's  eye  was  outspread  every  scene 
of  human  effort  and  achievement,  of  temptation  and  con- 
flict, of  perplexity  and  peril.  All  hearts,  all  homes,  all 
pleasures  and  joys  and  aspirations,  were  known  to  Him. 

He  spoke  not  only  for,  but  to,  all  mankind.  To  the 
little  child,  in  the  gladness  of  life's  morning;  to  the 
eager,  restless  heart  of  youfh ;  to  men  in  the  strength  of 
their  years,  bearing  the  burden  of  responsibility  and 
care;  to  the  aged  in  their  weakness  and  weariness, — 
to  all,  His  message  was  spoken, — to  every  child  of 
humanity,  in   every   land   and  in  every   age. 

In  His  teaching  were  embraced  the  things  of  time 
-Life's  True  ^nd  the  thincrs  of  eternity, — things  seen,  in  their  relation 
to  things  unseen,  the  passing  incidents  of  common  life 
and  the  solemn  issues  of  the  life  to  come. 

The  things  of  this  life  He  placed  in  their  true  rela- 
.  tion,  as  subordinate  to  those  of  eternal  interest;  but  He 
did  not  ignore  their  importance.  He  taught  that  heaven 
and  earth  are  linked  together,  and  that  a  knowledge  of 
divine  truth  prepares  man  better  to  perform  the  duties 
of  daily  life. 

To  Him  nothing  was  without  purpose.  The  sports 
of  the  child,  the  toils  of  the  man,  life's  pleasures  and 
cares  and  pains,  all  were  means  to  the  one  end, — the 
revelation  of  God  for  the  uplifting  of  humanity. 

From    His    lips  the  word  of  God    came    home    to 

''God     men's  hearts  with  new  power  and  new  meaning.      His 

with  Us"    ^Q^QYii^g  caused  the  things  of  creation  to  stand  out  in 

new  light.     Upon  the  face  of  nature  once  more  rested 

gleamings    of  that  brightness  which  sin  had  banished. 


The    Teacher   Sent  from    God  83 

In  all  the  facts  and  experiences  of  life  were  revealed 
a  divine  lesson  and  the  possibility  of  divine  compan- 
ionship. Again  God  dwelt  on  earth;  human  hearts 
became  conscious  of  His  presence;  the  world  was 
encompassed  with  His  love.  Heaven  came  down  to 
men.  In  Christ  their  hearts  acknowledged  Him  who 
had  opened  to  them  the  science  of  eternity, — 
''Immanuel,  God  with  us." 


In  the  Teacher  sent  from  God,  all  true  educational 
work  finds  its  center.  Of  this  work  to-day  as  verily  as 
of  the  work  He  established  eighteen  hundred  years  ago, 
the  Saviour  speaks  in  the  words, — 

"I  am  the  first  and  the  last,  and  the  Living  One."        "^^^  ^'''^^ 

'  '  f  and 

'*I  am  the  Alpha  and  the  Omega,  the  beginning  and     the  Last'' 
the  end."^ 

In  the  presence  of  such  a  Teacher,  of  such  oppor- 
tunity for  divine  education,  what  worse  than  folly  is 
it  to  seek  an  education  apart  from  Him, — to  seek  to 
be  wise  apart  from  Wisdom;  to  be  true  while  rejecting 
Truth;  to  seek  illumination  apart  from  the  Light,  and 
existence  without  the  Life ;  to  turn  from  the  Fountain 
of  living  waters,  and  hew  out  broken  cisterns,  that  can 
hold  no  water. 

Behold,  He  is  still  inviting:  *Tf  any  man  thirst,  let 
him  come  unto  Me,  and  drink.  He  that  believeth  on 
Me,  as  the  Scripture  hath  said,"  out  of  him  ''shall  flow 
rivers  of  living  water."  ''The  water  that  I  shall  give 
him  shall  become  in  him  a  well  of  water  springing  up 
unto  eternal  life."'^ 

1  Rev.  I  :  17,  R.  v.;  21  :  6,  R.  V.  ^  John  7  :  37,  38;  4  :  14.  R.  V. 


Tin   I  litis  t  rat  ton   of  His 
Methods 


UNTO  THE  MEN  WHOM  THOU 
GAVEST  MP;,  1  HAVE  MANI- 
FESTED THY  name" 


Traiuing 

of  the 

Twelve 


The  Family 
School 


^T^ HE  most  complete  illustration  of  Christ's  methods 
J-  as  a  teacher  is  found  in  His  training  of  the  twelv^e 
first  disciples.  Upon  these  men  were  to  rest  weighty 
responsibilities.  He  had  chosen  them  as  men  whom 
He  could  imbue  with  His  Spirit,  and  who  could  be 
fitted  to  carry  forward  His  work  on  earth  when  He 
should  leave  it.  To  them,  above  all  others,  He  gave 
the  advantage  of  His  own  companionship.  Through 
personal  association  He  impressed  Himself  upon  these 
chosen  co-laborers.  "The  Life  was  manifested,"  says 
John  the  beloved,  "and  we  have  seen  it,  and  bear 
witness."^ 

Only  by  such  communion, — the  communion  of  mind 
with  mind  and  heart  with  heart,  of  the  human  with  the 
divine, — can  be  communicated  that  vitalizing  energy 
which  it  is  the  work  of  true  education  to  impart.  It 
is  only  life  that  begets  life. 

In  the  training  of  His  disciples  the  Saviour  followed 
the  system  of  education  established  at  the  beginning. 
The  twelve  first  chosen,  with  a  few  others  who  through 
ministry  to  their  needs  were  from  time  to  time  connected 
with    them,  formed    the    family  of  Jesus.     They   were 

(84)  ^  I  John  I  :  2. 


An    IIhLstratio7i   of  His    Methods 


85 


with  Him  in  the  house,  at  the  table,  in  the  closet;  in 
the  field.  They  accompanied  Him  on  His  journeys, 
shared  His  trials  and  hardships,  and,  as  much  as  in 
them  was,  entered  into   His  work. 

Sometimes  He  taught  them  as  they  sat  together  on 
the  mountainside,  sometimes  beside  the  sea,  or  from  the 
fisherman's  boat,  sometimes  as  they  walked  by  the  way. 
Whenever  He  spoke  to  the  multitude,  the  disciples 
formed  the  inner  circle.  They  pressed  close  beside 
Him,  that  they  might  lose  nothing  of  His  instruction. 
They  were  attentive  listeners,  eager  to  understand  the 
truths  they  were  to  teach  in  all  lands  and  to  all  ages. 

The  first  pupils  of  Jesus  were  chosen  from  the  ranks 
of  the  common  people.  They  were  humble,  unlettered 
men,  these  fishers  of  Galilee;  men  unschooled  in  the 
learning  and  customs  of  the  rabbis,  but  trained  by  the 
stern  discipfline  of  toil  and  hardship.  They  were  men  of 
native  ability  and  of  teachable  spirit;  men  who  could  be 
instructed  and  moulded  for  the  Saviour's  work.  In  the 
common  walks  of  life  there  is  many  a  toiler  patiently 
treading  the  round  of  his  daily  tasks,  unconscious  of 
latent  powers  that,  roused  to  action,  would  place  him 
among  the  world's  great  leaders.  Such  were  the  men 
who  were  called  by  the  Saviour  to  be  His  co-laborers. 
And  they  had  the  advantage  of  three  years'  training  by 
the  p;i'e*'^test  educator  this  world  has  ever   known. 

In  these  first  disciples  was  presented  a  marked 
diversity.  They  were  to  be  the  world's  teachers,  and 
they  represented  widely  varied  types  of  character. 
There  were  Levi  Matthew  the  publican,  called  from  a 
life  of  business  activity,  and  subservience  to  Rome;  the 
zealot  Simon,  the  uncompromising  foe  of  the  imperial 
authority;    the    impulsive,    self-sufficient,    warm-hearted 


From 

the  Common 

People 


Types  of 
Chamctcr 


86 


The   Master    Teacher 


To  Come 
into  Unity 


Peter,  with  Andrew  his  brother;  Judas  the  Judean, 
poHshed,  capable,  and  mean-spirited ;  Philip  and  Thomas, 
faithful  and  earnest,  yet  slow  of  heart  to  believe;  James 
the  less  and  Jude,  of  less  prominence  among  the  breth- 
ren, but  men  of  force,  positive  both  in  their  faults  and  in 
their  virtues;  Nathanael,  a  child  in  sincerity  and  trust; 
and  the  ambitious,  loving-hearted  sons  of  Zebedee. 

In  order  successfully  to  carry  forward  the  work  to 
which  they  had  been  called,  these  disciples,  differing 
so  widely  in  natural  characteristics,  in  training,  and  in 
habits  of  life,  needed  to  come  into  unity  of  feeling, 
thought,  and  action.  This  unity  it  was  Christ's  object 
to  secure.  To  this  end  He  sought  to  bring  them  into 
unity  with  Himself  The  burden  of  His  labor  for  them 
is  expressed  in  His  prayer  to  the  Father,  ''that  they  all 
may  be  one;  as  Thou,  Father,  art  in  Me,  and  I  in  Thee, 
that  they  also  may  be  one  in  Us;  .  „  .  that  the 
world  may  know  that  Thou  hast  sent  Me,  and  hast 
loved  them,  as  Thou  hast  loved  Me."^ 


His  Closest 
Companions 


Of  the  twelve  disciples,  four  were  to  aot  a  leading 
part,  each  in  a  distinct  line.  In  preparation  for  this, 
Christ  taught  them,  foreseeing  all.  James,  destined  to 
swift-coming  death  by  the  sword;  John,  longest  of  the 
brethren  to  follow  his  Master  in  labor  and  persecution; 
Peter,  the  pioneer  in  breaking  through  the  barriers  of 
ages,  and  teaching  the  heathen  world  ;  and  Judas,  in 
service  capable  of  pre-eminence  above  his  brethren,  yet 
brooding  in  his  soul  purposes  of  whose  ripening  he 
little  dreamed, — these  were  the  objects  of  Christ's  great- 
est solicitude,  and  the  recipients  of  His  most  frequent 
and  careful  instruction. 

ijohn  17!  21-23. 


A?i    Illustratio7i   of  His   Methods  87 

Peter,  James,  and  John  sought  every  opportunity  of 
coming  into  close  contact  with  their  Master,  and  their  John 
desire  was  granted.  Of  all  the  twelve  their  relation- 
ship to  Him  was  closest.  John  could  be  satisfied  only 
with  a  still  nearer  intimacy,  and  this  he  obtained.  At  ' 
that  first  conference  beside  the  Jordan,  when  Andrew, 
having  heard  Jesus,  hurried  away  to  call  his  brother, 
John  sat  silent,  rapt  in  the  contemplation  of  won- 
drous themes.  He  followed  the  Saviour,  ever  an  eager, 
absorbed  listener.  Yet  John's  was  no  faultless  char- 
acter. He  was  no  gentle,  dreamy  enthusiast.  He  and 
his  brother  were  called  **the  sons  of  thunder."  *  John 
was  proud,  ambitious,  combative;  but  beneath  all  this 
the  divine  Teacher  discerned  the  ardent,  sincere,  loving 
heart.  Jesus  rebuked  his  self-seeking,  disappointed  his 
ambitions,  tested  his  faith.  But  He  revealed  to  him  that 
for  wiiich  his  soul  longed, — the  beauty  of  holiness.  His 
own  transforming  love.  "Unto  the  men  which  Thou 
gavest  Me  out  of  the  world,"  He  said  to  the  Father, 
"I  have  manifested  Thy  name."'' 

John's  was  a  nature  that  longed  for  love,  for  sym- 
pathy and  companionship.  He  pressed  close  to  Jesus,  Fellowship 
sat  by  His  side,  leaned  upon  His  breast.  As  a  flower 
the  sun  and  dew,  so  did  he  drink  in  the  divine  light  and 
life.  In  adoration  and  love  he  beheld  the  Saviour,  until 
likeness  to  Christ  and  fellowship  with  Him  became  his 
one  desire,  and  in  his  character  was  reflected  the  char- 
acter of  his  Master. 

** Behold,"  he  said,  "what  manner  of  love  the  Father 
hath  bestowed  upon  us,  that  we  should  be  called  the 
sons  of  God;  therefore  the  world  knoweth  us  not, 
because  it  knew  Him  not.  Beloved,  now  are  we  the 
sons  of  God,  and  it  doth  not  yet  appear  what  we  shall 

1  Mark  3  :  17.  '•^Johti  17  : 6, 


Transforma- 
tion 


88  The    Master    Teacher 

be;  but  we  know  that,  when  He  shall  appear,  we  shall 
be  like  Him;  for  we  shall  see  Him  as  He  is.  And  every 
man  that  hath  this  hope  in  Him  purifieth  himself,  even 
as  He  is  pure."  ^ 


Peter 


Rebuke 

That 

Reclaims 


The  history  of  no  one  of  the  disciples  better  illus- 
trates Christ's  method  of  training  than  does  the  history 
of  Peter.  Bold,  aggressive,  and  self-confident,  quick 
to  perceive  and  forward  to  act,  prompt  in  retaliation 
yet  generous  in  forgiving,  Peter  often  erred,  and  often 
received  reproof  Nor  were  his  warm-hearted  loyalty 
and  devotion  to  Christ  the  less  decidedly  recognized 
and  commended.  Patiently,  with  discriminating  love, 
the  Saviour  dealt  with  His  impetuous  disciple,  seeking 
to  check  his  self-confidence,  and  to  teach  him  humility, 
obedience,  and  trust. 

But  only  in  part  was  the  lesson  learned.  Self- 
assurance   was  not  uprooted. 

Often  Jesus,  the  burden  heavy  upon  His  own  heart, 
sought  to  open  to  the  disciples  the  scenes  of  His  trial 
and  suffering.  But  their  eyes  were  holden.  The  knowl- 
edge was  unwelcome,  and  they  did  not  see.  Self-pity, 
that  shrank  from  fellowship  with  Christ  in  suffering, 
prompted  Peter's  remonstrance,  ''Pity  Thyself,  Lord; 
this  shall  not  be  unto  Thee.'"^  His  words  expressed 
the  thought  and  feeling  of  the  twelve. 

So  they  went  on,  the  crisis  drawing  nearer;  they, 
boastful,  contentious,  in  anticipation  apportioning  regal 
honors,  and  dreaming  not  of  the  cross. 

For  them  all,  Peter's  experience  had  a  lesson.  To 
self-trust,  trial  is  defeat.  The  sure  outworking  of  evil 
still  unforsaken,  Christ  could  not  prevent.  But  as  His 
hand   had   been  outstretched  to   sav^e   when   the  waves 


J  I  John  3 :  1-3. 


'^  Matt.  16  :  22,  margin. 


All   Illustration   of  His   Methods 


89 


were  about  to  sweep  over  Peter,  so  did  His  love  reach 
out  for  his  rescue  when  the  deep  waters  swept  over  his 
soul.  Over  and  over  again,  on  the  very  verge  of  ruin, 
Peter's  words  of  boasting  brought  him  nearer  and  still 
nearer  to  the  brink.  Over  and  over  again  was  given 
the  warning,  ''Thou  shalt  .  .  .  deny  that  thou 
knowest  Me."^  It  was  the  grieved,  loving  heart  of 
the  disciple  that  spoke  out  in  the  avowal,  **Lord,  I  am 
ready  to  go  with  Thee,  both  into  prison,  and  to  death ;"^ 
and  He  who  reads  the  heart  gave  to  Peter  tho  message, 
little  valued  then,  but  that  in  the  swift-falling  darkness 
would  shed  a  ray  of  hope:  ''Simon,  Simon,  behold, 
Satan  hath  desired  to  have  you,  that  he  may  sift  you 
as  wheat.  But  I  have  prayed  for  thee,  that  thy  faith 
fail  not;  and  when  thou  art  converted,  strengthen  thy 
brethren."^ 

When  in  the  judgment-hall  the  words  of  denial  had 
been  spoken;  when  Peter's  love  and  loyalty,  awakened 
under  the  Saviour's  glance  of  pity  and  love  and  sorrow, 
had  sent  him  forth  to  the  garden  where  Christ  had  wept 
and  prayed;  when  his  tears  of  remorse  dropped  upon 
the  sod  that  had  been  moistened  with  the  blood-drops 
of  His  agony, — then  the  Saviour's  words,  "I  have  prayed 
for  thee  ;  .  .  .  when  thou  art  converted,  strengthen 
thy  brethren,"  were  a  stay  to  his  soul.  Christ,  though 
foreseeing  his  sin,   had  not  abandoned  him  to  despair. 

If  the  look  that  Jesus  cast  upon  him  had  spoken 
condemnation  instead  of  pity;  if  in  foretelling  the  sin  He 
had  failed  of  speaking  hope,  how  dense  would  have  been 
the  darkness  that  encompassed  Peter!  how  reckless  the 
despair  of  that  tortured  soul!  In  that  hour  of  anguish 
and  self-abhorrence,  what  could  have  held  him  back  from 
the  path  trodden  by  Judas  ? 


•I  Have 
Prayed  for 
Thee'' 


''When 
Thou  Art 
Converted' 


1  Luke  22  ;  34. 


2  Luke  22  :  33. 


Luke  22:  31,  32. 


90 


The   Master    Teacher 


Not  Alone 


He  who  could  not  spare  His  disciple  the  anguish,  left 
him  not  alone  to  its  bitterness.  His  is  a  love  that  fails 
not  nor  forsakes. 

Human  beings,  themselves  given  to  evil,  are  prone  to 
deal  untenderly  with  the  tempted  and  the  erring.  They 
can  not  read  the  heart,  they  know  not  its  struggle  and 
pain.  Of  the  rebuke  that  is  love,  of  the  blow  that 
wounds  to  heal,  of  the  warning  that  speaks  hope,  they 
have  need  to  learn. 

It  was  not  John,  the  one  who  watched  with  Him 
in  the  judgment-hall,  who  stood  beside  His  cross,  and 
who  of  the  twelve  was  first  at  the  tomb, — it  was  not 
John,  but  Peter,  that  was  mentioned  by  name  in  the  first 
message  sent  to  the  disciples  by  Christ  after  His  resur- 
'Teii  Peter"  rection.  "Tell  His  disciples  and  Peter,"  the  angel  said, 
"that  He  goeth  before  you  into  Galilee;  there  shall  ye 
see  Him."  ^ 

At  the  last  meeting  of  Christ  with  the  disciples 
by  the  sea,  Peter,  tested  by  the  thrice-given  question, 
"  Lovest  thou  Me?"  was  restored  to  his  place  among  the 
twelve.  His  work  was  appointed  him;  he  was  to  feed 
the  Lord's  flock.  Then,  as  His  last  personal  direction, 
Jesus  bade  him,  "Follow  thou   Me."^ 

Now  he  could  appreciate  the  words.  The  lesson 
Christ  had  given  when  He  set  a  little  child  in  the  midst 
The  Lesson  of  the  disciplcs  and  bade  them  become  like  him,  Peter 
could  now  better  understand.  Knowing  more  fully  both 
his  own  weakness  and  Christ's  power,  he  was  ready  to 
trust  and  to  obey.  In  His  strength  he  could  follow  his 
Master. 

And  at  the  close  of  his  experience  of  labor  and 
sacrifice,  the  disciple  once  so  unready  to  discern  the 
cross,   counted   it  a  joy   to    yield    up    his    life    for   the 

^  Mark  16:7.  ^John  21.17,22. 


Learned 


A71   Illustration  of  His  Methods 


91 


gospel,  feeling  only  that,  for  him  who  had  denied  the 
Lord,  to  die  in  the  same  manner  as  his  Master  died 
was  too  great  an  honor. 

A  miracle  of  divine  tenderness  was  Peter's  transfor- 
mation. It  is  a  life-lesson  to  all  who  seek  to  follow  in 
the  steps  of  the  Master  Teacher. 


A  Miracle 
of  Miracles 


Jesus  reproved  His  disciples,  He  warned  and  cau- 
tioned them ;  but  John  and  Peter  and  their  brethren  did 
not  leave  Him.  Notwithstanding  the  reproofs,  they 
chose  to  be  with  Jesus.  And  the  Saviour  did  not, 
because  of  their  errors,  withdraw  from  them.  He  takes 
men  as  they  are,  with  all  their  faults  and  weaknesses,  and 
trains  them  for  His  service,  if  they  will  be  disciplined 
and  taught  by  Him. 

But  there  was  one  of  the  twelve  to  whom,  until  very 
near  the  close  of  His  work,  Christ  spoke  no  word  of 
direct    reproof 

With  Judas  an  element  of  antagonism  was  introduced 
among  the  disciples.  In  connecting  himself  with  Jesus 
he  had  responded  to  the  attraction  of  His  character 
and  life.  He  had  sincerely  desired  a  change  in  himself, 
and  had  hoped  to  experience  this  through  a  union  with 
Jesus.  But  this  desire  did  not  become  predominant. 
That  which  ruled  him  was  the  hope  of  selfish  benefit 
in  the  worldly  kingdom  which  he  expected  Christ  to 
establish.  Though  recognizing  the  divine  power  of  the 
love  of  Christ,  Judas  did  not  yield  to  its  supremacy. 
He  continued  to  cherish  his  own  judgment  and  opin- 
ions, his  disposition  to  criticize  and  condemn.  Christ's 
motives  and  movements,  often  so  far  above  his  compre- 
hension, excited    doubt  and    disapproval,  and    his    own 


Judas 


An 

Element  of 
Antagonism 


92 


The   Master    Teacher 


Not  Conflict, 
but  Healing' 


Love 
Unfailing 


questionings  and  ambitions  were  insinuated  to  the 
disciples.  Many  of  their  contentions  for  supremacy, 
much  of  their  dissatisfaction  with  Christ's  methods, 
originated  "with    Judas. 

Jesus,  seeing  that  to  antagonize  was  but  to  harden, 
refrained  from  direct  conflict.  The  narrowing  selfishness 
of  Judas'  life,  Christ  sought  to  heal  through  contact 
with  His  own  self-sacrificing  love.  In  His  teaching 
He  unfolded  principles  that  struck  at  the  root  of  the 
disciple's  self-centered  ambitions.  Lesson  after  lesson 
was  thus  given,  and  many  a  time  Judas  realized  that 
his  character  had  been  portrayed,  and  his  sin  pointed 
out;  but  he  would  not  yield. 

Mercy's  pleading  resisted,  the  impulse  of  evil  bore 
final  sway.  Judas,  angered  at  an  implied  rebuke,  and 
made  desperate  by  the  disappointment  of  his  ambitious 
dreams,  surrendered  his  soul  to  the  demon  of  greed, 
and  determined  upon  the  betrayal  of  his  Master.  P>om 
the  Passover  chamber,  the  joy  of  Christ's  presence,  and 
the  light  of  immortal  hope,  he  went  forth  to  his  evil 
work, — into  the   outer  darkness,  where  hope  was   not. 

*' Jesus  knew  from  the  beginning  who  they  were 
that  believed  not,  and  who  should  betray  Him."  ^  Yet, 
knowing  all.  He  had  withheld  no  pleading  of  mercy  or 
gift  of  love. 

Seeing  the  danger  of  Judas,  He  had  brought  him 
close  to  Himself,  within  the  inner  circle  of  His  chosen 
and  trusted  disciples.  Day  after  day,  when  the  burden 
lay  heaviest  upon  His  own  heart,  He  had  borne  the 
pain  of  continual  contact  with  that  stubborn,  suspi- 
cious, brooding  spirit;  He  had  witnessed  and  labored 
to  counteract  among  His  disciples  that  continuous, 
secret,   and  subtle  antagonism.     And  all    this   that  no 

J  John  6:64. 


A/i    Illustration    of  His   Methods 


93 


possible    saving    influence    might   be    lacking    to    that 

imperiled    soul ! 

"  Many  waters  can  not  quench  love, 
Neither  can  the  floods  drown  it; " 
"  For  love  is  strong  as  death."  ^ 


So  far  as  Judas  himself  was  concerned,  Christ's  work 
of  love  had  been  without  avail.  But  not  so  as  regards 
his  fellow-disciples.  To  them  it  was  a  lesson  of  lifelong 
influence.  Ever  would  its  example  of  tenderness  and 
long-suffering  mould  their  intercourse  with  the  tempted 
and  the  erring.  And  it  had  other  lessons.  At  the 
ordination  of  the  twelve,  the  disciples  had  greatly 
desired  that  Judas  should  become  one  of  their  number  ; 
and  they  had  counted  his  accession  an  event  of  much 
promise  to  the  apostolic  band.  He  had  come  more 
into  contact  with  the  world  than  they,  he  was  a  man  of 
good  address,  of  discernment  and  executive  ability,  and, 
having  a  high  estimate  of  his  own  qualifications,  he  had 
led  the  disciples  to  hold  him  in  the  same  regard.  But 
the  methods  he  desired  to  introduce  into  Christ's  work 
were  based  upon  worldly  principles  and  were  controlled 
by  worldly  policy.  They  looked  to  the  securing  of 
worldly  recognition  and  honor, — to  the  obtaining  of  the 
kingdom  of  this  world.  The  working  out  of  these 
desires  in  the  life  of  Judas,  helped  the  disciples  to 
understand  the  antagonism  between  the  principle  of 
self-aggrandizement  and  Christ's  principle  of  humility 
and  self-sacrifice, — the  principle  of  the  spiritual  king- 
dom. In  the  fate  of  Judas  they  saw  the  end  to  which 
self-serving  tends. 

For  these  disciples  the  mission  of  Christ  finally 
accomplished  its  purpose.      Little  by  little  His  example 

1  Cant.  8  :  7,  6. 


Warning 
to  the 
Eleven 


Goal 

of  Worldly 

Wisdom 


94 


The   Master    Teacher 


KesuHs  a( 

Christ's 

Training 


Self-Distrust 


The  Teacher 
of  Truth 


and  His  lessons  of  self-abnegation  moulded  their  char- 
acters. His  death  destroyed  their  hope  of  worldly 
greatness.  The  fall  of  Peter,  the  apostasy  of  Judas, 
their  own  failure  in  forsaking  Christ  in  His  anguish 
and  peril,  swept  away  their  self-sufficiency.  They  saw 
their  own  weakness;  they  saw  something  of  the  great- 
ness of  the  work  committed  to  them ;  they  felt  their 
need  of  their  Master's  guidance  at  every  step. 

They  knew  that  His  personal  presence  was  no 
longer  to  be  with  them,  and  they  recognized,  as  they 
had  never  recognized  before,  the  value  of  the  oppor- 
tunities that  had  been  theirs  to  walk  and  talk  with  the 
Sent  of  God.  Many  of  His  lessons,  when  spoken,  they 
had  not  appreciated  or  understood;  now  they  longed  to 
recall  these  lessons,  to  hear  again  His  words.  With 
what  joy  now  came  back  to  them   His  assurance: — 

*Tt  is  expedient  for  you  that  I  go  away;  for  if  I 
go  not  away,  the  Comforter  will  not  come  unto  you; 
but  if  I  depart,  I  will  send  Him."  "All  things  that  I 
have  heard  of  My  Father  I  have  made  known  unto 
you."  And  "the  Comforter  .  .  .  whom  the 
Father  will  send  in  My  name,  He  shall  teach  you 
all  things,  and  bring  all  things  to  your  remembrance, 
whatsoever  I  have  said  unto  you."^ 

"All  things  that  the  Father  hath  are  Mine."  "When 
He,  the  Spirit  of  truth,  is  come.  He  will  guide  you  into 
all  truth.  .  .  .  He  shall  receive  of  Mine,  and  shall 
show  it  unto  you."'^ 

The  disciples  had  seen  Christ  ascend  from  among 
them  on  the  Mount  of  Olives.  And  as  the  heavens 
received  Him,  there  had  come  back  to  them  His  parting 
promise,  "Lo,  I  am  with  you  alway,  even  unto  the  end 
of  the  world.  "^ 


i  John  i6:  7;  15:  15;  14:26.        ^Johii  16  :  15,  13,  14.        'Matt. 28:20. 


A 71   Illustration   of  His 


They  knew  that  His  sympathies  were  with  them  still. 
They  knew  that  they  had  a  representative,  an  advocate, 
at  the  throne  of  God.  In  the  name  of  Jesus  they  pre- 
sented their  petitions,  repeating  His  promise,  ** What- 
soever ye  shall  ask  the  Father  in  My  name,  He  will 
give  it  you."^ 

Higher  and  higher  they  extended  the  hand  of  faith, 
with  the  mighty  argument,  "It  is  Christ  that  died,  yea 
rather,  that  is  risen  again,  who  is  even  at  the  right  hand 
of  God,  who  also  maketh  intercession  for  us."^ 

Faithful  to  His  promise,  the  Divine  One,  exalted  in 
the  heavenly  courts,  imparted  of  His  fulness  to  His 
followers  on  earth.  His  enthronement  at  God's  right 
hand  was  signalized  by  the  outpouring  of  the  Spirit 
upon  His  disciples. 

By  the  work  of  Christ  these  disciples  had  been  led 
to  feel  their  need  of  the  Spirit;  under  the  Spirit's  teach- 
ing they  received  their  final  preparation,  and  went  forth 
to  their  life-work. 

No  longer  were  they  ignorant  and  uncultured.  No 
longer  were  they  a  collection  of  independent  units  or  of 
discordant  and  conflicting  elements.  No  longer  were 
their  hopes  set  on  worldly  greatness.  They  were  of 
"one  accord,"  of  "one  mind  and  one  soul."  Christ 
filled  their  thoughts.  The  advancement  of  His  king- 
dom was  their  aim.  In  mind  and  character  they  had 
become  like  their   Master;  and  men  "took  knowledge 

Lof  them,  that  they  had  been  with  Jesus. "^ 
Then  was  there  such  a  revelation  of  the  glory  of 
Christ  as  had  never  before  been  witnessed  by  mortal 
man.  Multitudes  who  had  reviled  His  name  and 
despised  His  power  confessed  themselves  disciples  of 
the  Crucified.  Through  the  co-operation  of  the  divine 
ijohn  16:23.  2  Rom.  8:34.  3ActS4:i3. 

■ 


Faith's 
Assurance 


The  Final 
Preparation 


A  Work 
That  Shook 
the  World 


96  The   Master    Teacher 

Spirit  the  labors  of  the  humble  men  whom  Christ  had 
chosen,  stirred  the  world.  To  every  nation  under 
heaven  was  the  gospel  carried  in   a  single   generation. 


'J  Am    with 


The  same  Spirit  that  in  His  stead  was  sent  to  be  the 

instructor  of  His  first  co-workers,  Christ   has  commis- 

You  Aiway''   sioncd  to  be  the  instructor  of  His  co-workers  to-day. 

'*Lo,  I  am  with  you  alway,  even  unto  the  end  of  the 

world,"  ^  is  His  promise. 

The  presence  of  the  same  Guide  in  educational  work 
to-day  will  produce  the  same  results  as  of  old.  This  is 
the  end  to  which  true  education  tends;  this  is  the  work 
that  God  designs  it  to  accomplish. 

1  Matt .  28  :  20. 


Nature    Teaching 


^'Consider  the  wondrous   works  of  Hitn 
who  is  perfect  in  knowledge''^ 


God 


in 


Nat'i 


lire 


"his  glory  covers  the  heavens;' 
"and  the  earth  is  full  ok 

HIS    riches" 


T  TPON  all  created  things  is  seen  the  impress  of  the 
^^  Deity.  Nature  testifies  of  God.  The  susceptible 
mind,  brought  in  contact  with  the  miracle  and  mystery 
of  the  universe,  can  not  but  recognize  the  working  of 
infinite  power.  Not  by  its  own  inherent  energy  does 
the  earth  produce  its  bounties,  and  year  by  year  con- 
tinue its  motion  around  the  sun.  An  unseen  hand 
guides  the  planets  in  their  circuit  of  the  heavens.  A 
mysterious  life  pervades  all  nature, — a  life  that  sustains 
the  unnumbered  worlds  throughout  immensity;  that 
lives  in  the  insect  atom  which  floats  in  the  summer 
breeze;  that  wings  the  flight  of  the  swallow,  and  feeds 
the  young  ravens  which  cry;  that  brings  the  bud  to 
blossom,  and  the  flower  to  fruit. 

The  same  power  that  upholds  nature,  is  working 
also  in  man.  The  same  great  laws  that  guide  alike  the 
star  and  the  atom,  control  human  life.  The  laws  that 
govern  the  heart's  action,  regulating  the  flow  of  the 
current  of  life  to  the  body,  are  the  laws  of  the  mighty 
Intelligence  that  has  the  jurisdiction  of  the  soul.  From 
Him  all  life  proceeds.  Only  in  harmony  with  Him  can 
be  found  its  true  sphere  of  action.  For  all  the  objects 
of  His  creation  the  condition  is  the  same, — a  life  sus- 
tained  by    receiving   the    life  of  God,  a  life   exercised 

(99) 


The 

Pervading 

Life 


Universality 
of  Law 


lOO 


Nature    Teaching 


Nature^s 
Witness 


The  Child's 
Teacher 


Opportunity 

for  Nature 

Study 


ill  harmony  with  the  Creator's  will.  To  transgress 
His  law,  physical,  mental,  or  moral,  is  to  place  one's 
self  out  of  harmony  with  the  universe,  to  introduce 
discord,  anarchy,  ruin. 

To  him  who  learns  thus  to  interpret  its  teachings, 
all  nature  becomes  illuminated ;  the  world  is  a  lesson- 
book,  life  a  school.  The  unity  of  man  with  nature  and 
with  God,  the  universal  dominion  of  law,  the  results  of 
transgression,  can  not  fail  of  impressing  the  mind  and 
moulding  the  character. 

These  are  lessons  that  our  children  need  to  learn. 
To  the  little  child,  not  yet  capable  of  learning  from  the 
printed  page  or  of  being  introduced  to  the  routine  of 
the  schoolroom,  nature  presents  an  unfailing  source  of 
instruction  and  delight.  The  heart  not  yet  hardened  by 
contact  with  evil  is  quick  to  recognize  the  Presence  that 
pervades  all  created  things.  The  ear  as  yet  undulled 
by  the  world's  clamor  is  attentive  to  the  Voice  that 
speaks  through  nature's  utterances.  And  for  those  of 
older  years,  needing  continually  its  silent  reminders  of 
the  spiritual  and  eternal,  nature's  teaching  will  be  no 
less  a  source  of  pleasure  and  of  instruction.  As  the 
dwellers  in  Eden  learned  from  nature's  pages,  as  Moses 
discerned  God's  handwriting  on  the  Arabian  plains  and 
mountains,  and  the  Child  Jesus  on  the  hillsides  of  Naz- 
areth, so  the  children  of  to-day  may  learn  of  Him.  The 
unseen  is  illustrated  by  the  seen.  On  everything  upon 
the  earth,  from  the  loftiest  tree  of  the  forest  to  the 
lichen  that  clings  to  the  rock,  from  the  boundless  ocean 
to  the  tiniest  shell  on  the  shore,  they  may  behold  the 
image  and  superscription  of  God. 

So  far  as  possible,  let  the  child  from  his  earliest 
years  be  placed  where  this  wonderful  lesson-book  shall 


God  in    Nature 


loi 


be  open  before  him.  Let  him  behold  the  glorious 
scenes  painted  by  the  great  Master  Artist  upon  the 
shifting  canvas  of  the  heavens,  let  him  become  acquainted 
with  the  wonders  of  earth  and  sea,  let  him  watch  the 
unfolding  mysteries  of  the  changing  seasons,  and,  in  all 
His  works,  learn  of  the  Creator. 

In  no  other  way  can  the  foundation  of  a  true  educa- 
tion be  so  firmly  and  surely  laid.  Yet  even  the  child, 
as  he  comes  in  contact  with  nature,  will  see  cause  for 
perplexity.  He  can  not  but  recognize  the  working  of 
antagonistic  forces.  It  is  here  that  nature  needs  an 
interpreter.  Looking  upon  the  evil  manifest  even  in 
the  natural  world,  all  have  the  same  sorrowful  lesson 
to  learn, — "An  enemy  hath  done  this."^ 

Only  in  the  light  that  shines  from  Calvary  can 
ilature's  teaching  be  read  aright.  Through  the  story 
of  Bethlehem  and  the  cross  let  it  be  shown  how  good 
is  to  conquer  evil,  and  how  every  blessing  that  comes  to 
us  is  a  gift  of  redemption. 

In  brier  and  thorn,  in  thistle  and  tare,  is  represented 
the  evil  that  blights  and  mars.  In  singing  bird  and 
opening  blossom,  in  rain  and  sunshine,  in  summer 
breeze  and  gentle  dew,  in  ten  thousand  objects  in 
nature,  from  the  oak  of  the  forest  to  the  violet  that 
blossoms  at  its  root,  is  seen  the  love  that  restores. 
And  nature  still  speaks  to  us  of  God's  goodness. 

"I  know  the  thoughts  that  I  think  toward  you,  saith 
the  Lord,  thoughts  of  peace,  and  not  of  evil.'"  This  is 
the  message  that,  in  the  light  from  the  cross,  may  be 
read  upon  all  the  face  of  nature.  The  heavens  declare 
His  glory,  and  the  earth  is  full  of  His  riches. 

1  Matt.  13:2s.  2jer.  29:11, 


Antagonistic 
Forces 


The 

Interpreter 
of  Nature 


Thoughts 
of  Peace 


Lessons   of  Life 


SPEAK  TO  THE  EARTH,  ANl 
IT  SHALL  TKACH  THEK" 


'T^HE  great  Teacher  brought  His  hearers  in  contact 


Christ's 

Object 

Teachinf? 


Adapted 
to   E  very- 
Hearer 


1 


with    nature,   that  they   might   hsten   to    the  voice 


which  speaks  in  all  created  things  ;  and  as  their  hearts 
became  tender  and  their  minds  receptive,  He  helped 
them  to  interpret  the  spiritual  teaching  of  the  scenes 
upon  which  their  eyes  rested.  The  parables,  by  means 
of  which  He  loved  to  teach  lessons  of  truth,  show  how 
open  His  spirit  was  to  the  influences  of  nature,  and  how 
He  delighted  to  gather  the  spiritual  teaching  from  the 
surroundings  of  daily  life. 

The  birds  of  the  air,  the  lilies  of  the  field,  the  sower 
and  the  seed,  the  shepherd  and  the.  sheep, — with  these 
Christ  illustrated  immortal  truth.  He  drew  illustrations 
also  from  the  events  of  life,  facts  of  experience  familiar 
to  the  hearers, — the  leaven,  the  hid  treasure,  the  pearl, 
the  fishing  net,  the  lost  coin,  the  prodigal  son,  the  houses 
on  the  rock  and  the  sand.  In  His  lessons  there  was 
something  to  interest  every  mind,  to  appeal  to  every 
heart.  Thus  the  daily  task,  instead  of  being  a  mere 
round  of  toil,  bereft  of  higher  thoughts,  was  brightened 
and  uplifted  by  constant  reminders  of  the  spiritual  and 
the  unseen. 

So  we  should  teach.  Let  the  children  learn  to  see 
in  nature  an  expression  of  the  love  and  the  wisdom  of 


(I02) 


Lessons   of  Life 


103 


God  ;  let  the  thought  of  Him  be  linked  with  bird  and 
flower  and  tree;  let  all  things  seen  become  to  them  the 
interpreters  of  the  unseen,  and  all  the  events  of  life  be  a 
means  of  divine  teaching. 

As  they  learn  thus  to  study  the  lessons  in. all  created 
things,  and  in  all  life's  experiences,  show  that  the  same 
laws  which  govern  the  things  of  nature  and  the  events 
of  life  are  to  control  us;  that  they  are  given  for  our 
good;  and  that  only  in  obedience  to  them  can  we  find 
true  happiness  and  success. 


Unity  of  L,a  w 


All  things  both  in  heaven  and  in  earth  declare  that 
the  great  law  of  life  is  a  law  of  service.  The  infinite 
Father  ministers  to  the  life  of  every  living  thing.  Christ 
came  to  the  earth  *'as  he  that  serveth.".^  The  angels 
are  *'  ministering  spirits,  sent  forth  to  minister  for  them 
who  shall  be  heirs  of  salvation."  '^  The  same  law  of 
service  is  written  upon  all  things  in  nature.  The  birds 
of  the  air,  the  beasts  of  the  field,  the  trees  of  the  forest, 
the  leaves,  the  grass,  and  the  flowers,  the  sun  in  the 
heavens  and  the  stars  of  light, — all  have  their  ministry. 
Lake  and  ocean,  river  and  water-spring, — each  takes  to 
give. 

As  each  thing  in  nature  ministers  thus  to  the  world's 
life,  it  also  secures  its  own.  "Give,  and  it  shall  be  given 
unto  you,"^isthe  lesson  written  no  less  surely  in  nature 
than  in  the  pages  of  Holy  Writ. 

As  the  hillsides  and  the  plains  open  a  channel  for  the 
mountain  stream  to  reach  the  sea,  that  which  they  give 
is  repaid  a  hundredfold.  The  stream  that  goes  singing 
on  its  way  leaves  behind  its  gift  of  beauty  and  fruitful- 
ness.     Through    the  fields,  bare  and  brown  under  the 

1  Luke  22  :  27.  2  Heb.  i :  14.  3  Luke  6 :  38. 


The  Law  of 
Ministry 


Gaining 
by  Giving 


I04 


Nature    Teaching 


summer's  heat,  a  line  of  verdure  marks  the  river's 
course;  every  noble  tree,  every  bud,  every  blossom,  a 
witness  to  the  recompense  God's  grace  decrees  to  all 
who  become  its  channels  to  the  world. 


L,aws  of 
Growth 


Divine 

Agency  in 

Growth 


Of  the  almost  innumerable  lessons  taught  in  the 
varied  processes  of  growth,  some  of  the  most  precious 
are  conveyed  in  the  Saviour's  parable  of  the  growing 
seed.     It  has  lessons  for  old  and  young. 

'*So  is  the  kingdom  of  God,  as  if  a  man  should  cast 
seed  into  the  ground;  and  should  sleep,  and  rise  night 
and  day,  and  the  seed  should  spring  and  grow  up,  he 
knoweth  not  how.  For  the  earth  bringeth  forth  fruit  of 
herself;  first  the  blade,  then  the  ear,  after  that  the  full 
corn  in  the  ear."^ 

The  seed  has  in  itself  a  germinating  principle,  a  prin- 
ciple that  God  Himself  has  implanted;  yet  if  left  to  itself 
the  seed  would  have  no  power  to  spring  up.  Man  has 
his  part  to  act  in  promoting  the  growth  of  the  grain; 
but  there  is  a  point  beyond  which  he  can  accomplish 
nothing.  He  must  depend  upon  One  who  has  connected 
the  sowing  and  the  reaping  by  wonderful  links  of  His 
own  omnipotent  power. 

There  is  life  in  the  seed,  there  is  power  in  the  soil; 
but  unless  infinite  power  is  exercised  day  and  night,  the 
seed  will  yield  no  return.  The  showers  of  rain  must 
refresh  the  thirsty  fields;  the  sun  must  impart  warmth; 
electricity  must  be  conveyed  to  the  buried  seed.  The 
life  which  the  Creator  has  implanted.  He  alone  can  call 
forth.  Every  seed  grows,  every  plant  develops,  by  the 
power  of  God. 

"The   seed  is   the  word   of  God."      *'As  the  earth 


^Mark  4:26-28. 


Lessons   of  Life 


105 


bringeth  forth  her  bud,  and  as  the  garden  causeth  the 
things  that  are  sown  in  it  to  spring  forth,  so  the  Lord 
God  will  cause  righteousness  and  praise  to  spring 
forth."*  As  in  the  natural,  so  in  the  spiritual  sowing; 
the  power  that  alone  can  produce    life  is   from    God. 

The  work  of  the  sower  is  a  work  of  faith.  The 
mystery  of  the  germination  and  growth  of  the  seed  he 
can  not  understand ;  but  he  has  confidence  in  the  agen- 
cies by  which  God  causes  vegetation  to  flourish.  He 
casts  away  the  seed,  expecting  to  gather  it  many-fold  in 
an  abundant  harvest.  So  parents  and  teachers  are  to 
labor,  expecting  a  harvest  from  the  seed  they  sow. 

For  a  time  the  good  seed  may  lie  unnoticed  in  the 
heart,  giving  no  evidence  that  it  has  taken  root;  but 
afterward,  as  the  Spirit  of  God  breathes  on  the  soul,  the 
hidden  seed  springs  up,  and  at  last  brings  forth  fruit. 
In  our  life-work  we  know  not  which  shall  prosper,  this 
or  that.  This  question  it  is  not  for  us  to  settle.  ''In 
the  morning  sow  thy  seed,  and  in  the  evening  withhold 
not  thine  hand."''  God's  great  covenant  declares  that 
**  while  the  earth  remaineth,  seed-time  and  harvest  .  .  . 
shall  not  cease. "^  In  the  confidence  of  this  promise  the 
husbandman  tills  and  sows.  Not  less  confidently  are 
we,  in  the  spiritual  sowing,  to  labor,  trusting  His  assur- 
ance: **So  shall  My  word  be  that  goeth  forth  out  of 
My  mouth;  it  shall  not  return  unto  Me  void,  but  it  shall 
accomplish  that  which  I  please,  and  it  shall  prosper  in 
the  thing  whereto  I  sent  it."  '*He  that  goeth  forth  and 
weepeth,  bearing  precious  seed,  shall  doubtless  come 
again  with  rejoicing,  bringing  his  sheaves  with  him."* 

The  germination  of  the  seed  represents  the  begin- 
ning of  spiritual  life,  and  the  development  of  the  plant  is 
a  figure  of  the  development  of  character.     There  can  be 


Sowing 
in  Faith 


God's 

Covenant  for 
the  Harvest 


*  Luke  8:  II ;  Isa.  61 :  11. 
3  Gen.  8:  22. 


2Eccl.  11:6. 
4 Isa.  55  : 


;    Ps.  126:6. 


io6 


Nature    Teaching 


Cojiditioiis 
of  Growth 


Fruit-Bearing 


no  life  without  growth.  The  plant  must  either  grow  or 
die.  As  its  growth  is  silent  and  imperceptible,  but  con- 
tinuous, so  is  the  growth  of  character.  At  every  stage 
of  development  our  life  may  be  perfect ;  yet  if  God's 
purpose  for  us  is  fulfilled,  there  will  be  constant  advance- 
ment. 

The  plant  grows  by  receiving  that  which  God  has 
provided  to  sustain  its  life.  So  spiritual  growth  is 
attained  through  co-operation  with  divine  agencies. 
As  the  plant  takes  root  in  the  soil,  so  we  are  to  take 
root  in  Christ.  As  the  plant  receives  the  sunshine,  the 
dew,  and  the  rain,  so  are  we  to  receive  the  Holy  Spirit. 
If  our  hearts  are  stayed  upon  Christ,  He  will  come  unto 
us  "as  the  rain,  as  the  latter  and  former  rain  unto  the 
earth."  As  the  Sun  of  Righteousness,  He  will  arise 
upon  us  **  with  healing  in  His  wings."  We  shall  ''grow 
as  the  lily."  We  shall  ''revive  as  the  corn,  and  grow 
as  the  vine."^ 

The  wheat  develops,  "first  the  blade,  then  the  ear, 
after  that  the  full  corn  in  the  ear."  ^  The  object  of  the 
husbandman  in  the  sowing  of  the  seed  and  the  culture 
of  the  plant,  is  the  production  of  grain, — bread  for  the 
hungry,  and  seed  for  future  harvests.  So  the  divine 
Husbandman  looks  for  a  harvest.  He  is  seeking  to 
reproduce  Himself  in  the  hearts  and  lives  of  His  fol- 
lowers, that  through  them  He  may  be  reproduced  in 
other  hearts  and  lives. 


A  Lesson  in 
Child- 
Training 


The  gradual  development  of  the  plant  from  the  seed 
is  an  object-lesson  in  child-training.  There  is  "first  the 
blade,  then  the  ear,  after  that  the  full  corn  in  the  ear."^ 
He  who  gave  this  parable  created  the  tiny  seed,  gave 
it  its  vital  properties,  and  ordained  the  laws  that  govern 

iHosea6:3;  Mai.  4:2;  Hoseai4:5,  7.  2]viark4:2S. 


Lesso7is   of  Life 


107 


its  growth.  And  the  truths  taught  by  the  parable  were 
made  a  reaHty  in  His  own  life.  He,  the  Majesty  of 
heaven,  the  King  of  glory,  became  a  babe  in  Bethlehem, 
and  for  a  time  represented  the  helpless  infant  in  its 
mother's  care.  In  childhood  He  spoke  and  acted  as 
a  child,  honoring  His  parents,  and  carrying  out  their 
wishes  in  helpful  ways.  But  from  the  first  dawning  of 
intelligence  He  was  constantly  growing  in  grace  and  in 
a  knowledge  of  truth. 

Parents  and  teachers  should  aim  so  to  cuhivate  the 
tendencies  of  the  youth  that  at  each  stage  of  life  they 
may  represent  the  beauty  appropriate  to  that  period, 
unfolding  naturally,  as  do  the  plants  in  the  garden. 

The  little  ones  should  be  educated  in  childlike  sim- 
plicity. They  should  be  trained  to  be  content  with  the 
small,  helpful  duties  and  the  pleasures  and  experiences 
natural  to  their  years.  Childhood  answers  to  the  blade 
in  the  parable,  and  the  blade  has  a  beauty  peculiarly  its 
own.  Children  should  not  be  forced  into  a  precocious 
maturity,  but  as  long  as  possible  should  retain  the  fresh- 
ness and  grace  of  their  early  years.  The  more  quiet 
and  simple  the  life  of  the  child, — the  more  free  from 
artificial  excitement  and  the  more  in  harmony  with 
nature, — the  more  fav^orable  it  is  to  physical  and  mental 
vigor  and  to  spiritual  strength. 


Natural 
Devtlopmeni 


Simplicity 


In  the  Saviour's  miracle  of  feeding  the  five  thousand 
is  illustrated  the  working  of  God's  power  in  the  pro- 
duction of  the  harvest.  Jesus  draws  aside  the  veil  from 
the  world  of  nature,  and  reveals  the  creative  energy  that 
is  constantly  exercised  for  our  good.  In  multiplying 
the   seed  cast  into  the   ground.  He  who  multiplied  the 


The  Miracle 
of  the 
Harvest 


io8  Nature    Teaching 

loaves  is  working  a  miracle  every  day.  It  is  by  a 
miracle  that  He  constantly  feeds  millions  from  earth's 
harvest-fields.  Men  are  called  upon  to  co-operate  with 
Him  in  the  care  of  the  grain  and  the  preparation  of  the 
loaf,  and  because  of  this  they  lose  sight  of  the  divine 
agency.  The  working  of  His  power  is  ascribed  to 
natural  causes  or  to  human  instrumentality,  and  too 
often  His  gifts  are  perverted  to  selfish  uses,  and  made 
a  curse  instead  of  a  blessing.  God  is  seeking  to  change 
all  this.  .He  desires  that  our  dull  senses  shall  be  quick- 
ened to  discern  His  merciful  kindness,  that  His  gifts 
may  be  to  us  the  blessing  that  He  intended. 

It  is  the  word  of  God,  the  impartation  of  His  life, 

■Partakers     that  gives  life  to  the  seed;  and  of  that  life,  we,  in  eating 

L.\fe  of  God     the  grain,  become  partakers.     This  God  desires  us  to 

discern;    He  desires    that   even  in  receiving    our    daily 

bread    we    may    recognize     His    agency,    and    may   be 

brought    into    closer    fellowship    with    Him. 


By  the  laws  of  God  in  nature,  effect  follows  cause 
with  unvarying,  certainty.  The  reaping  testifies  to  the 
sowing.  Here  no  pretense  is  tolerated.  Men  may 
deceive  their  fellow-men,  and  may  receive  praise  and 
compensation  for  service  which  they  have  not  rendered. 
We  Reap     3yt   in   nature   there    can    be    no   deception.       On    the 

What  .  ^ 

We  Sow  unfaithful  hu.sbandman  the  harvest  passes  sentence  of 
condemnation.  And  in  the  highest  sense 'this  is  true 
also  in  the  spiritual  realm.  It  is  in  appearance,  not  in 
reality,  that  evil  succeeds.  The  child  who  plays  truant 
from  school,  the  youth  who  is  slothful  in  his  studies,  the 
clerk  or  apprentice  who  fails  of  serving  the  interests  of 
his  ernployer,  the  man  in  any  business  or  profession  who 


Lessons  of  Life 


109 


is  untrue  to  his  highest  responsibiHties,  may  flatter  him- 
self that,  so  long  as  the  wrong  is  concealed,  he  is  gain- 
ing an  advantage.  But  not  so;  he  is  cheating  himself. 
The  harvest  of  life  is  character,  and  it  is  this  that  deter- 
mines destiny,  both  for  this  life  and  for  the  life  to  come. 

The  harvest  is  a  reproduction  of  the  seed  sown. 
Every  seed  yields  fruit  ''after  its  kind."  So  it  is  with 
the  traits  of  character  we  cherish.  Selfishness,  self-love, 
self-esteem,  self-indulgence,  reproduce  themselves,  and 
the  end  is  wretchedness  and  ruin.  "He  that  soweth  to 
his  flesh  shall  of  the  flesh  reap  corruption;  but  he  that 
soweth  to  the  Spirit  shall  of  the  Spirit  reap  life  ever- 
lasting."^ Love,  sympathy,  and  kindness  yield  fruitage 
of  blessing,  a  harvest  that  is  imperishable. 

In  the  harvest  the  seed  is  multiplied.  A  single 
grain  of  wheat,  increased  by  repeated  sowings,  would 
cover  a  whole  land  with  golden  sheaves.  So  wide- 
spread may  be  the  influence  of  a  single  life,  of  even  a 
single  act. 

What  deeds  of  love  the  memory  of  that  alabaster 
box  broken  for  Christ's  anointing  has  through  the  long 
centuries  prompted!  What  countless  gifts  that  contri- 
bution, by  a  poor  unnamed  widow,  of  "two  mites,  which 
make  a  farthing,"^  has  brought  to  the  Saviour's  cause! 


Life's 

Harvest, 

Character 


Increase 
from 
So  wing- 


The  lesson  of  seed-sowing  teaches  liberality.  "He 
which  soweth  sparingly  shall  reap  also  sparingly;  and  he 
which  soweth  bountifully  shall  reap  also  bountifully."^ 

The  Lord  says,  "Blessed  are  ye  that  sow  beside 
all  waters."*  To  sow  beside  all  waters  means  to 
give  wherever  our  help  is  needed.  This  will  not 
tend  to  poverty.     "He  which  soweth  bountifully  shall 


1  Gal.  6-:  8. 


'  Mark  12  :  42. 


!  Cor.  9  :  6. 


*  Isa.  32 :  20. 


'Freely 
Give  " 


no 


Nature    Teachiiig 


reap  also  bountifully."  By  casting  it  away  the  sower 
multiplies  his  seed.  So  by  imparting  we  increase  our 
blessings.  God's  promise  assures  a  sufficiency,  that 
we  may  continue  to  give. 

More  than  this:  as  we  impart  the  blessings  of  this 
life,  gratitude  in  the  recipient  prepares  the  heart  to 
receive  spiritual  truth,  and  a  harvest  is  produced  unto 
life  everlasting. 


Life 

through 

Death 


By  the  casting  of  grain  into  the  earth,  the  Saviour 
represents  His  sacrifice  for  us.  ''Except  a  corn  of 
wheat  fall  into  the  ground  and  die,"  He  says,  ''it 
abideth  alone;  but  if  it  die,  it  bringeth  forth  much 
fruit."  ^  Only  through  the  sacrifice  of  Christ,  the  Seed, 
could  fruit  be  brought  forth  for  the  kingdom  of  God. 
In  accordance  with  the  law  of  the  vegetable  kingdom, 
life  is  the  result  of  His  death. 

So  w^ith  all  who  bring  forth  fruit  as  workers  together 
with  Christ:  self-love,  self-interest,  must  perish;  the  life 
must  be  cast  into  the  furrow  of  the  world's  need.  Bui 
the  law  of  self-sacrifice  is  the  law  of  self-preservation. 
The  husbandman  preserves  his  grain  by  casting  it  away. 
So  the  life  that  will  be  preserved  is  the  life  that  is  free!}' 
given  in  service  to  God  and  man. 


The   seed   dies,  to   spring  forth   into  new  life.      In 

A  Symbol     this  we  are  taught  the  lesson  of  the  resurrection.      Of 

Resurrection     the  human  body  laid  away  to  moulder  in  the  grave,  God 

has  said:  "It  is  sown  in  corruption  ;  it  is  raised  in  incor- 

ruption:  it  is  sown  in  dishonor;  it  is  raised  in  glory:  it 

is  sown  in  weakness;  it  is  raised  in  power." ^ 

^Jolini2:24.  !^  I  Cor.  15  :  42,  43. 


Lessons   of  Life 


III 


As  parents  and  teachers  try  to  teach  these  lessons, 
the  work  should  be  made  practical.  Let  the  children 
themselves  prepare  the  soil  and  sow  the  seed.     As  they 

work,  the  parent  or  teacher  can  explain  the  garden  of     ^ --^. 

the  heart,  with  the  good  or  bad  seed   sown  there,  and 

that  as  the   garden   must    be   prepared  for   the   natural      '^^^ture  study 

^      ^^  ^      ^  Made 

seed,  so  the  heart  must  be  prepared  for  the  seed  of  Practical 
truth.  As  the  seed  is  cast  into  the  ground,  they  can 
teach  the  lesson  of  Christ's  death;  and  as  the  blade 
springs  up,  the  truth  of  the  resurrection.  As  the  plant 
grows,  the  correspondence  between  the  natural  and  the 
spiritual  sowing  may  be  continued. 

The  youth  should  be  instructed  in  a  similar  way. 
From  the  tilling  of  the  soil,  lessons  may  constantly  be 
learned.  No  one  settles  upon  a  raw  piece  of  land  with 
the  expectation  that  it  will  at  once  yield  a  harvest. 
Diligent,  persevering  labor  must  be  put  forth  in  the 
preparation  of  the  soil,  the  sowing  of  the  seed,  and  the 
culture  of  the  crop.  So  it  must  be  in  the  spiritual 
sowing.  The  garden  of  the  heart  must  be  cultivated. 
The  soil  must  be  broken  up  by  repentance.  The  evil 
growths  that  choke  the  good  grain  must  be  uprooted. 
As  soil  once  overgrown  with  thorns  can  be  reclaimed 
only  by  diligent  labor,  so  the  evil  tendencies  of  the 
heart  can  be  overcome  only  by  earnest  effort  in  the 
name  and  strength  of  Christ. 


In  the.  cultiv^ation  of  the  soil  the  thoughtful  worker      obedience 
will  find  that   treasures   little   dreamed   of  are   opening 
up  before  him.      No  one  can  succeed  in  agriculture  or 
gardening  without  attention  to  the  laws  involved.     The 
special  needs  of  every  variety  of  plant  must  be  studied. 


112  Natter  e    Tcachhig 

Different  varieties  require  different  soil  and  cultivation, 
and  compliance  with  the  laws  governing  each  is  the 
condition  of  success.  The  attention  required  in  trans- 
planting, that  not  even  a  root-fiber  shall  be  crowded  or 
misplaced,  the  care  of  the  young  plants,  the  pruning 
and  watering,  the  shielding  from  frost  at  night  and  sun 
by  day,  keeping  out  weeds,  disease,  and  insect-pests, 
the  training  and  arranging,  not  only  teach  important 
Development     lessons  conceminsf  the   development  of  character,  but 

of  Character  i      .        ,r    =  r     t         i  t  ,  • 

the  work  itself  is  a  means  of  development.  In  culti- 
vating carefulness,  patience, ,  attention  to  detail,  obedi- 
ence to  law,  it  imparts  a  most  essential  training.  The 
constant  contact  with  the  mystery  of  life  and  the  loveli- 
ness of  nature,  as  well  as  the  tenderness  called  forth  in 
ministering  to  these  beautiful  objects  of  God's  creation, 
tends  to  quicken  the  mind  and  refine  and  elevate  the 
character;  and  the  lessons  taught  prepare  the  worker 
to  deal  more  successfully  with  other  minds. 


Other   Object   Lessons 


WHOSO    IS    WISE,    AND    WILL    OBSERVE 
THESE    THINGS,    EVEN    THEY    SHALL 
UNDERSTAND    THE    LO  V  I  NG- K  I  N  D  N  ESS 
OF    THE    LORD" 


/"^On S  healing  power  runs  all  through  nature.  If  a 
^^  tree  is  cut,  \{  a  human  being  is  wounded  or  breaks 
a  bone,  nature  begins  at  once  to  repair  the  injury. 
Even  before  the  need  exists,  the  healing  agencies  are 
in  readiness;  and  as  soon  as  a  part  is  wounded,  every 
energy  is  bent  to  the  work  of  restoration.  So  it  is  in 
the  spiritual  realm.  Before  sin  created  the  need,  God 
had  provided  the  remedy.  Every  soul  that  yields  to 
temptation  is  wounded,  bruised,  by  the  adversary;  but 
wherever  there  is  sin,  there  is  the  Saviour.  It  is  Christ's 
work  "to  heal  the  broken-hearted,  to  preach  deHverance 
to  the  captives,  ...  to  set  at  liberty  them  that  are 
bruised."^ 

In  this  work  we  are  to  co-operate.  **If  a  man  be 
overtaken  in  a  fault,  .  .  .  restore  such  a  one."^ 
The  word  here  translated  "restore"  means  to  put  in 
joint,  as  a  dislocated  bone.  How  suggestive  the  figure! 
He  who  falls  into  error  or  sin  is  thrown  out  of  relation 
to  everything  about  him.  He  may  realize  his  error,  and 
be  filled  with  remorse;  but  he  can  not  recover  himself 
He  is  in  confusion  and  perplexity,  worsted  and  helpless. 
He  is  to  be  reclaimed,  healed,  re-established.  "Ye 
which  are  spiritual,   restore   such   a   one."      Only  the 


The  Ministry 
of  Healing 


A   Suggestive 
Figure 


1  Luke  4  :  i8. 


2 Gal.  6: 1. 


(113) 


114 


Nature    Teac/ii?ig 


Only  Love 
Can  Restore 


love  that  flows  from  the  heart  of  Christ  can  heal. 
Only  he  in  whom  that  love  flows,  even  as  the  sap  in 
the  tree  or  the  blood  in  the  body,  can  restore  the 
wounded  soul. 

Love's  agencies  have  wonderful  power,  for  they  are 
divine.  The  soft  answer  that  ''turneth  away  wrath," 
the  love  that  ''suffereth  long,  and  is  kind,"  the  charity 
that  "covereth  a  multitude  of  sins,"^ — would  we  learn 
the  lesson,  with  what  power  for  healing  would  our 
lives  be  gifted!  How  life  would  be  transformed,  and 
the  earth  become  a  very  likeness  and  foretaste  of 
heaven ! 

These  precious  lessons  may  be  so  simply  taught  as 
to  be  understood,  even  by  little  children.  The  heart  of 
the  child  is  tender  and  easily  impressed;  and  when  we 
who  are  older  become  "as  little  children;"^  when  we 
learn  the  simplicity  and  gentleness  and  tender  love  of 
the  Saviour,  we  shall  not  find  it  difificult  to  touch  the 
hearts  of  the  little  ones,  and  teach  them  love's  ministry 
of  healing. 


Perfection 

in  Little 

Things 


Perfection  exists  in  the  least  as  well  as  in  the 
greatest  of  the  works  of  God.  The  hand  that  hung 
the  worlds  in  space  is  the  hand  that  fashions  the 
flowers  of  the  field.  Examine  under  the  microscope 
the  smallest  and  commonest  of  wayside  blossoms,  and 
note  in  all  its  parts  the  exquisite  beauty  and  complete- 
ness. So  in  the  humblest  lot  true  excellence  may  be 
found;  the  commonest  tasks,  wrought  with  loving  faith- 
fulness, are  beautiful  in  God's  sight.  Conscientious 
attention  to  the  little  things  will  make  us  workers 
together  with  Him,  and  win  for  us  His  commendation 
who  seeth  and  knoweth  all. 


1  Prov.  15 :  i;  i  Cor.  13 : 4,  R.  V.;  i  Peter  4  : 8,  R.  V. 


^  Matt.  18  :  3. 


Other    Object   Lessons 


15 


The  rainbow  spanning  the  heavens  with  its  arch  of 
Hght  is  a  token  of  "the  everlasting  covenant  between 
God  and  every  hving  creature."^  And  the  rainbow 
encircHng  the  throne  on  high  is  also  a  token  to  God's 
children   of  His  covenant  of  peace. 

As  the  bow  in  the  cloud  results  from  the  union  of 
sunshine  and  shower,  so  the  bow  above  God's  throne 
represents  the  union  of  His  mercy  and  His  justice.  To 
the  sinful  but  repentant  soul  God  says,  Live  thou;  "I 
have  found  a  ransom."^ 

**As  I  have  sworn  that  the  waters  of  Noah  should 
no  more  go  over  the  earth,  so  have  I  sworn  that  •! 
would  not  be  wroth  with  thee,  nor  rebuke  thee.  For 
the  mountains  shall  depart,  and  the  hills  be  removed; 
but  My  kindness  shall  not  depart  from  thee,  neither 
shall  the  covenant  of  My  peace  be  removed,  safth  the 
Lord  that  hath  mercy  on  thee."* 


The 
Rainbow 


The  stars  also  have  a  message  of  good  cheer  for  '^^^  ^^^'''^ 
every  human  being.  In  those  hours  that  come  to  all, 
when  the  heart  is  faint,  and  temptation  presses  sore ; 
when  obstacles  seem  insurmountable,  life's  aims  impos- 
sible of  achievement,  its  fair  promises  like  apples  of 
Sodom,  where,  then,  can  such  courage  and  steadfastness 
be  found  as  in  that  lesson  which  God  has  bidden  us 
learn  from  the  stars  in  their  untroubled  course? 

''Lift  up  your  eyes  on  high,  and  behold  who  hath 
created  these  things,  that  bringeth  out  their  host  by 
number;  He  calleth  them  all  by  names  by  the  greatness 
of  His  might,  for  that  He  is  strong  in  power;  not  one  "^t  one 
faileth.  Why  sayest  thou,  O  Jacob,  and  speakest,  O 
Israel,  My  way  is  hid  from  the  Lord,  and  my  judgment 

J  Gen.  9:16.  2  job  33:24.  3  isa.  54  :  g,  10. 


Faileth' 


ii6 


Nature    Teaching 


"I  Will 
Help  Thee' 


is  passed  over  from  my  God?  Hast  thou  not  known? 
hast  thou  not  heard,  that  the  everlasting  God,  the  Lord, 
the  Creator  of  the  ends  of  the  earth,  fainteth  not,  neither 
is  weary?  there  is  no  searching  of  His  understanding. 
He  giveth  power  to  the  faint;  and  to  them  that  have  no 
might  He  increaseth  strength."  "Fear  thou  not;  for  I 
am  with  thee:  be  not  dismayed;  for  I  am  thy  God:  I 
will  strengthen  thee;  yea,  I  will  help  thee;  yea,  I  will 
uphold  thee  with  the  right  hand  of  My  righteousness." 
*'I  the  Lord  thy  God  will  hold  thy  right  hand,  saying 
unto  thee,  Fear  not;  I  will  help  thee."^ 


The 
Palm-Tree 


The.  palm-tree,  beaten  by  the  scorching  sun  and 
the  fierce  sand-storm,  stands  green  and  flourishing  and 
fruitful  in  the  midst  of  the  desert.  Its  roots  are  fed  by 
living  springs.  Its  crown  of  verdure  is  seen  afar  over 
the  parched,  desolate  plain ;  and  the  traveler,  ready  to 
die,  urges  his  failing  steps  to  the  cool  shade  and  the 
life-giving  water. 

The  tree  of  the  desert  is  a  symbol  of  what  God 
means  the  life  of  His  children  in  this  world  to  be. 
They  are  to  guide  weary  souls,  full  of  unrest,  and  ready 
to  perish  in  the  desert  of  sin,  to  the  living  water.  They 
are  to  point  their  fellow-men  to  Him  who  gives  the 
invitation,  *'If  any  man  thirst,  let  him  come  unto  Me, 
and  drink.  "=^ 


River  and 
Brook 


The  wide,  deep  river,  that  offers  a  highway  for  the 
traffic  and  travel  of  nations,  is  valued  as  a  world-wide 
benefit;  but  what  of  the  little  rills  that  help  to  form  this 
noble  stream?  Were  it  not  for  them,  the  river  would 
disappear.     Upon  them  its  very  existence  depends.     So 

1  Isa.  40  :  26-29 ;  41 ;  10,  13.  2  John  7  :  37. 


Other    Object   Lessons 


117 


men  called  to  lead  in  some  great  work  are  honored  as 
if  its  success  were  due  to  them  alone ;  but  that  success 
required  the  faithful  co-operation  of  humbler  workers 
almost  without  number, — workers  of  whom  the  world 
knows  nothing.  Tasks  uncommended,  labor  without 
recognition,  is  the  lot  of  most  of  the  world's  toilers. 
And  in  such  a  lot  many  are  filled  with  discontent. 
They  feel  that  life  is  wasted.  But  the  little  rill  that 
makes  its  noiseless  way  through  grove  and  meadow, 
bearing  health  and  fertility  and  beauty,  is  as  useful  in 
its  way  as  the  broad  river.  And  in  contributing  to  the 
river's  life,  it  helps  achieve  that  which  alone  it  could 
never  have  accomplished. 

The  lesson  is  one  needed  by  many.  Talent  is  too 
much  idolized,  and  station  too  much  coveted.  There 
are  too  many  who  will  do  nothing  unless  they  are 
recognized  as  leaders;  too  many  who  must  receive 
praise,  or  they  have  no  interest  to  labor.  What  we 
need  to  learn  is  faithfulness  in  making  the  utmost  use 
of  the  powers  and  opportunities  we  have,  and  content- 
ment in  the  lot  to  which   Heaven  assigns  us. 


Unrecognized 
Toilers 


*'Ask  now  the  beasts,  and  they  shall  teach  thee;  and 
the  fowls  of  the  air,  and  they  shall  tell  thee;     .     . 
and  the  fishes  of  the  sea  shall  declare  unto  thee."     "Go 
to  the  ant;     .     .     .     consider  her  ways."     "Behold  the 
birds."     "Consider  the  ravens."^ 

We  are  not  merely  to  tell  the  child  about  these 
creatures  of  God's.  The  animals  themselves  are  to  be 
his  teachers.  The  ants  teach  lessons  of  patient  industry, 
of  perseverance  in  surmounting  obstacles,  of  providence 
for  the  future.     And  the  birds  are  teachers  of  the  sweet 


The  Little 
Creatures  of 
the  Earth 


'Job  12:  7,8;    Prov.  6:6;    Matt.  6  :  26,  R.  V-;    Luke  12  :  24. 


ii8 


Nature    Teachijig 


A   Lesson 
of  Trust 


lesson    of  trust.       Our    heavenly   Father   provides    for 

them;  but  they  must  gather  the  food,  they  must  build 

their  nests,  and  rear  their  young.     Every  moment  they 

are  exposed  to  enemies  that  seek  to  destroy  them.     Yet 

how  cheerily  they  go  about  their  work !  how  full  of  joy 

are  their  little  songs ! 

How  beautiful    the   psalmist's   description  of  God's 

care  for  the  creatures  of  the  woods, — 

"The  high  hills  are  a  refuge  for  the  wild  goats ; 
And  the  rocks  for  the  conies."  ^ 

He  sends  the  springs  to  run  among  the  hills,  where 
the  birds  have  their  habitation,  and  ''sing  among  the 
branches."^  All  the  creatures  of  the  woods  and  hills 
are  a  part  of  His  great  household.  He  opens  His  hand, 
and  satisfies  the  desire  of  every  living  thing. ^ 


The  Eagle 


Above  the 
Clouds 


The  eagle  of  the  Alps  is  sometimes  beaten  down  by 
the  tempest  into  the  narrow  defiles  of  the  mountains. 
Storm-clouds  shut  in  this  mighty  bird  of  the  forest, 
their  dark  masses  separating  her  from  the  sunny  heights 
where  she  has  made  her  home.  Her  efforts  to  escape 
seem  fruitless.  She  dashes  to  and  fro,  beating  the  air 
with  her  strong  wings,  and  waking  the  mountain  echoes 
with  her  cries.  At  length,  with  a  note  of  triumph,  she 
darts  upward,  and,  piercing  the  clouds,  is  once  more  in 
the  clear  sunlight,  with  the  darkness  and  tempest  far 
beneath.  So  we  may  be  surrounded  with  difficulties, 
dis^couragement,  and  darkness.  Falsehood,  calamity, 
injustice,  shut  us- in.  There  are  clouds  that  we  can  not 
dispel.  We  battle  with  circumstances  in  vain.  There 
is  one,  and  but  one,  way  of  escape.  The  mists  and  fogs 
cling  to   the  earth;    beyond  the   clouds   God's   light  is 

^  Ps.  104  :  18,  12;    145  :  16. 


Other    Object  Lessons  119 

shining.      Into  the   sunlight   of   His   presence  we  may 
rise  on  the  wings  of  faith. 


Many  are  the  lessons  that  may  thus  be  learned. 
Self-reliance,  from  the  tree  that,  growing  alone  on  plain  other 
or  mountainside,  strikes  down  its  roots  deep  into  the 
earth,  and  in  its  rugged  strength  defies  the  tempest. 
The  power  of  early  influence,  from  the  gnarled,  shape- 
less trunk,  bent  as  a  sapling,  to  which  no  earthly  power 
can  afterward  restore  its  lost  symmetry.  The  secret  of 
a  holy  life,  from  the  water-lily,  that,  on  the  bosom  of 
some  slimy  pool,  surrounded  by  weeds  and  rubbish, 
strikes  down  its  channeled  stem  to  the  pure  sands 
beneath,  and,  drawing  thence  its  life,  lifts  up  its  fragrant 
blossoms  to  the  light  in  spotless  purity. 


Illustrations 


Thus  while  the  children  and  youth  gain  a  knowl- 
edge of  facts  from  teachers  and  text-books,  let  them  Teact 
learn  to  draw  lessons  and  discern  truth  for  themselves,  observe 
In  their  gardening,  question  them  as  to  what  they 
learn  from  the  care  of  their  plants.  As  they  look  on  a 
beautiful  landscape,  ask  them  why  God  clothed  the 
fields  and  woods  with  such  lovely  and  varied  hues. 
Why  was  not  all  colored  a  somber  brown?  When 
they  gather  the  flowers,  lead  them  to  think  why  He 
spared  us  the  beauty  of  these  wanderers  from  Eden. 
Teach  them  to  notice  the  evidences  everywhere  mani- 
fest in  nature  of  God's  thought  for  us,  the  wonderful 
adaptation  of  all  things  to  our  need  and  happiness. 

He    alone    who    recognizes    in    nature   his   Father's 
handiwork,  who  in  the  richness  and  beauty  of  the  earth 


I20 


Naticre    Teaching 


Nature  a 

Key  to 

the  Bible 


Study 
Similitudes 


reads  the  Father's  handwriting, — he  alone  learns  from 
the  things  of  nature  their  deepest  lessons,  and  receives 
their  highest  ministry.  Only  he  can  fully  appreciate  the 
significance  of  hill  and  vale,  river  and  sea,  who  looks 
upon  them  as  an  expression  of  the  thought  of  God,  a 
revelation  of  the  Creator. 

Many  illustrations  from  nature  are  used  by  the  Bible 
writers,  and  as  we  observe  the  things  of  the  natural 
world,  we  shall  be  enabled,  under  the  guiding  of  the 
Holy  Spirit,  more  fully  to  understand  the  lessons  of 
God's  word.  It  is  thus  that  nature  becomes  a  key 
to  the  treasure-house   of  the  word. 

Children  should  be  encouraged  to  search  out  in 
nature  the  objects  that  illustrate  Bible  teachings,  and 
to  trace  in  the  Bible  the  similitudes  drawn  from  nature. 
They  should  search  out,  both  in  nature  and  in  Holy 
Writ,  every  object  representing  Christ,  and  those  also 
that  He  employed  in  illustrating  truth.  Thus  may  they 
learn  to  see  Him  in  tree  and  vine,  in  lily  and  rose,  in 
sun  and  star.  They  may  learn  to  hear  His  voice  in 
the  song  of  birds,  in  the  sighing  of  the  trees,  in  the 
rolling  thunder,  and  in  the  music  of  the  sea.  And 
every  object  in  nature  will  repeat  to  them  His  precious 
lessons. 

To  those  who  thus  acquaint  themselves  with  Christ, 
the  earth  will  nevermore  be  a  lonely  and  desolate  place. 
It  will  be  their  Father's  house,  filled  with  the  presence 
of  Him  who  once  dwelt  among  men. 


The    Bible  as  an 
Educator 


•'  When  thou  goest,  it  shall  lead  thee ;  when 
thou  steepest,  it  shall  keep  thee;  and  when 
thou   aivakest ,   it  shall  talk  with  thee.  " 


Mental  and  Spirit  21  a  I 
Culture 


"by  knowledge  shall  the 
chambers  be  filled  wiih  all 
precious  and  pleasant  riches' 


TpOR  the  mind  and  the  soul,  as  well  as  for  the  body, 
-^  it  is  God's  law  that  strength  is  acquired  by  effort. 
It  is  exercise  that  develops.  In  harmony  with  this  law, 
God  has  provided  in  His  word  the  means  for  mental 
and  spiritual  development. 

The  Bible  contains  all  the  principles  that  men  need 
to  understand  in  order  to  be  fitted  either  for  this  life 
or  for  the  life  to  come.  And  these  principles  may  be 
understood  by  all.  No  one  with  a  spirit  to  appreciate 
its  teaching  can  read  a  single  passage  from  the  Bible 
without  gaining  from  it  some  helpful  thought.  But  the 
most  valuable  teaching  of  the  Bible  is  not  to  be  gained 
by  occasional  or  disconnected  study.  Its  great  system 
of  truth  is  not  so  presented  as  to  be  discerned  by  the 
hasty  or  careless  reader.  Many  of  its  treasures  lie  far 
beneath  the  surface,  and  can  be  obtained  only  by  dili- 
gent research  and  continuous  effort.  The  truths  that 
go  to  make  up  the  great  whole  must  be  searched  out 
and  gathered  up,  *'here  a  little,  and  there  a  little."^ 

When  thus  searched  out  and  brought  together,  they 
will  be  found  to  be  perfectly  fitted  to  one  another.  Each 
Gospel  is  a  supplement  to  the  others,  every  prophecy  an 


Effort 
in   Bible 
Stufir 


A   Perfect 
Whole 


Usa.  28  ;  10. 


(123) 


124 


The    Bible   as   an   Educator 


Intellectual 
Discipline 


Spiritual 
Development 


explanation  of  another,  every  truth  a  development  of 
some  other  truth.  The  types  of  the  Jewish  economy 
are  made  plain  by  the  gospel.  Every  principle  in  the 
word  of  God  has  its  place,  every  fact  its  bearing.  And 
the  complete  structure,  in  design  and  execution,  bears 
testimony  to  its  Author.  Such  a  structure  no  mind  but 
that  of  the  Infinite  could  conceive  or  fashion. 

In  searching  out  the  various  parts  and  studying  their 
relationship,  the  highest  faculties  of  the  human  mind  are 
called  into  intense  activity.  No  one  can  engage  in  such 
study  without  developing  mental  power. 

And  not  alone  in  searching  out  truth  and  bringing 
it  together  does  the  mental  value  of  Bible  study  con- 
sist. It  consists  also  in  the  effort  required  to  grasp  the 
themes  presented.  The  mind  occupied  with  common- 
place matters  only,  becomes  dwarfed  and  enfeebled.  If 
never  tasked  to  comprehend  grand  and  far-reaching 
truths,  it  after  a  time  loses  the  power  of  growth.  As 
a  safeguard  against  this  degeneracy,  and  a  stimulus  to 
development,  nothing  else  can  equal  the  study  of  God's 
word.  As  a  means  of  intellectual  training,  the  Bible  is 
more  effective  than  any  other  book,  or  all  other  books 
combined.  The  greatness  of  its  themes,  the  dignified 
simplicity  of  its  utterances,  the  beauty  of  its  imagery, 
quicken  and  uplift  the  thoughts  as  nothing  else  can. 
No  other  study  can  impart  such  mental  power  as  does 
the  effort  to  grasp  the  stupendous  truths  of  revelation. 
The  mind  thus  brought  in  contact  with  the  thoughts 
of  the  Infinite   can   not  but  expand  and  strengthen. 

And  even  'greater  is  the  power  of  the  Bible  in  the 
development  of  the  spiritual  nature.  Man,  created  for 
fellowship  with  God,  can  only  in  such  fellowship  find  his 
real  life  and  development.      Created  to  find  in  God  his 


Mental   and   Spiritual    Culture 


125 


highest  joy,  he  can  find  in  nothing  else  that  which  can 
quiet  the  cravings  of  the  heart,  can  satisfy  the  hunger 
and  thirst  of  the  soul.  He  who  with  sincere  and 
teachable  spirit  studies  God's  word,  seeking  to  com- 
prehend its  truths,  will  be  brought  in  touch  with  its 
Author;  and,  except  by  his  own  choice,  there  is  no 
limit  to   the  possibilities  of  his   development. 

In  its  wide  range  of  style  and  subjects,  the  Bible  has 
something  to  interest  every  mind  and  appeal  to  every 
heart.  In  its  pages  are  found  history  the  most  ancient; 
biography  the  truest  to  life ;  principles  of  government  for 
the  control  of  the  state,  for  the  regulation  of  the  house- 
hold,— principles  that  human  wisdom  has  never  equaled. 
It  contains  philosophy  the  most  profound,  poetry  the 
sweetest  and  the  most  sublime,  the  most  impassioned 
and  the  most  pathetic.  Immeasurably  superior  in  value 
to  the  productions  of  any  human  author  are  the  Bible 
writings,  even  when  thus  considered;  but  of  infinitely 
wider  scope,  of  infinitely  greater  value,  are  they  when 
viewed  in  their  relation  to  the  grand  central  thought. 
Viewed  in  the  light  of  this  thought,  every  topic  has  a 
new  significance.  In  the  most  simply  stated  truths  are 
involved  principles  that  are  as  high  as  heaven  and  that 
compass  eternity. 

The  central  theme  of  the  Bible,  the  theme  about 
which  every  other  in  the  whole  book  clusters,  is  the 
redemption  plan,  the  restoration  in  the  human  soul  of 
the  image  of  God.  From  the  first  intimation  of  hope  in 
the  sentence  pronounced  in  Eden  to  that  last  glorious 
promise  of  the  Revelation,  "They  shall  see  His  face; 
and  His  name  shall  be  in  their  foreheads,"^  the  burden 
of  every  book  and  every  passage  of  the  Bible  is  the 
unfolding  of  this  wondrous  theme, — man's  uplifting, — 


Range   of 

Style 

and  Subjects 


The  Central 
Theme 


J  Rev.  22  : 4. 


126 


The    Bible   a. 


Kdjicator 


All   Infinite 
Field 


Truths 
Life -Begetting 


^ife-Sustaining 


the  power  of  God,  "which  giveth  us  the  victory  through 
our  Lord  Jesus  Christ."^  -^ 

He  who  grasps  this  thought  has  before  him  an  infi- 
nite field  for  study.  He  has  the  key  that  will  unlock 
to   him  the   whole   treasure-house   of  God's  word. 

The  science  of  redemption  is  the  science  of  all  sci- 
ences; the  science  that  is  the  study  of  the  angels  and  of 
all  the  intelligences  of  the  unfallen  worlds ;  the  science 
that  engages  the  attention  of  our  Lord  and  Saviour; 
the  science  that  enters  into  the  purpose  brooded  in  the 
mind  of  the  Infinite, — "  kept  in  silence  through  times 
eternal;"''  the  science  that  will  be  the  study  of  God's 
redeemed  throughout  endless  ages.  .This  is  the  highest 
study  in  which  it  is  possible  for  man  to  engage.  As 
no  other  study  can,  it  will  quicken  the  mind  and  uplift 
the  soul. 

"  The  excellency  of  knowledge  is,  that  wisdom 
giveth  life  to  them  that  have  it."  **The  words  that  I 
speak  unto  you,"  said  Jesus,  **they  are  spirit,  and  they 
are  life."  *'This  is  life  eternal,  that  they  should  know 
Thee  the  only  true  God,  and  Him  whom  Thou  didst 
send."^ 

The  creative  energy  that  called  the  worlds  into 
existence  is  in  the  word  of  God.  This  word  imparts 
power;  it  begets  life.  Every  command  is  a  promise; 
accepted  by  the  will,  received  into  the  soul,  it  brings 
with  it  the  life  of  the  Infinite  One.  It  transforms  the 
nature,  and  re-creates  the  soul    in  the  image  of  God. 

The  life  thus  imparted  is  in  like  manner  sustained. 
"By  every  word  that  proceedeth  out  of  the  mouth  of 
God"*  shall  man  live. 

The  mind,  the  soul,  is  built  up  by  that  upon  which 
it  feeds;  and  it  rests  with  us  to  determine  upon  what  it 


A I  Cor.  15:57- 
^Eccl.  7 ; 


John  6 :63 


:  3.  R-  V 


2  Rom.  16:25,  R.  v. 
*  Matt.  4  : 4. 


Mental  and   Spiritual    Culture 


127 


shall  be  fed.  It  is  within  the  power  of  every  one  to 
choose  the  topics  that  shall  occupy  the  thoughts  and 
shape  the  character.  Of  every  human  being  privileged 
with  access  to  the  Scriptures,  God  says,  "I  have  written 
to  him  the  great  things  of  My  law.'.'  "Call  unto  Me, 
and  I  will  answer  thee,  and  show  thee  great  and  mighty 
things,  which  thou  knowest  not."^ 

With  the  word  of  God  in  his  hands,  every  human 
being,  wherever  his  lot  in  life  may  be  cast,  may  have 
such  companionship  as  he  shall  choose.  In  its  pages 
he  may  hold  converse  with  the  noblest  and  best  of  the 
human  race,  and  may  listen  to  the  voice  of  the  Eternal 
as  He  speaks  with  men.  As  he  studies  and  meditates 
upon  the  themes  into  which  "the  angels  desire  to 
look,""^  he  may  have  their  companionship.  He  may 
follow  the  steps  of  the  heavenly  Teacher,  and  listen  to 
His  words  as  when  He  taught  on  mountain  and  plain 
and  sea.  He  may  dwell  in  this  world  in  the  atmosphere 
of  heaven,  imparting  to  earth's  sorrowing  and  tempted 
ones  thoughts  of  hope  and  longings  for  holiness;  himself 
coming  closer  and  still  closer  into  fellowship  with  the 
Unseen ;  like  him  of  old  who  walked  with  God,  drawing- 
nearer  and  nearer  the  threshold  of  the  eternal  world, 
until  the  portals  shall  open,  and  he  shall  enter  there. 
He  will  find  himself  no  stranger.  The  voices  that  will 
greet  him  are  the  voices  of  the  holy  ones,  who,  unseen, 
were  on  earth  his  companions, — ^voices  that  here  he 
learned  to  distinguish  and  to  love.  He  who  through 
the  word  of  God  has  lived  in  fellowship  with  heaven, 
will  find  himself    at  home  in  heaven's  companionship. 

1  Hosea  8  :  12;  Jer.  33 :  3.  2 1  Peter  i :  12. 


Possibilities 
of  Compan- 
ionship 


Not  a 
Stranger 


Science   and  the   Bible 


WHO    KNOWETH     NOT     IN    ALT, 
THESE    THAT    THE     HAND    OK     THE 
LORD    HATH    WROUGHT?" 


Harmony  of 

Nature  and 

Revelation 


Evolution   of 
the  Earth 


C^TNCE  the  book  of  nature  and  the  book  of  revelation 
^  bear  the  impress  of  the  same  master  mind,  they  can 
not  but  speak  in  harmony.  By  different  methods,  and 
in  different  languages,  they  witness  to  the  same  great 
truths.  Science  is  ever  discovering  new  wonders ; 
but  she  brings  from  her  research  nothing  that,  rightly 
understood,  conflicts  with  divine  revelation.  The  book 
of  nature  and  the  written  word  shed  light  upon  each 
other.  They  make  us  acquainted  with  God  by  teaching 
us  something  of  the  laws  through  which  He  works. 

Inferences  erroneously  drawn  from  facts  observed  in 
nature  have,  however,  led  to  supposed  conflict  between 
science  and  revelation;  and  in  the  effort  to  restore 
harmony,  interpretations  of  Scripture  have  been  adopted 
that  undermine  and  destroy  the  force  of  the  word  of 
God.  Geology  has  been  thought  to  contradict  the 
literal  interpretation  of  the  Mosaic  record  of  the  crea- 
tion. Millions  of  years,  it  is  claimed,  were  required 
for  the  evolution  of  the  earth  from  chaos;  and  in  order 
to  accommodate  the  Bible  to  this  supposed  revelation 
of  science,  the  days  of  creation  are  assumed  to  have 
been  vast,  indefinite  periods,  covering  thousands  or  even 
millions  of  years. 
(128) 


Science   and   the    Bid  It 


129 


Such  a  conclusion  is  wholly  uncalled  for.  The 
Bible  record  is  in  harmony  with  itself  and  with  the 
teaching  of  nature.  Of  the  first  day  employed  in  the 
work  of  creation  is  given  the  record,  "The  evening  and 
the  morning  were  the  first  day."^  And  the  same  in 
substance  is  said  of  each  of  the  first  six  days  of  creation 
week.  Each  of  these  periods  Inspiration  declares  to 
have  been  a  day  consisting  of  evening  and  morning, 
like  every  other  day  since  that  time.  In  regard  to 
the  work  of  creation  itself  the  divine  testimony  is,  *'He 
spake,  and  it  was;  He  commanded,  and  it  stood  fast.'"' 
With  Him  who  could  thus  call  into  existence  unnum- 
bered worlds,  how  long  a  time  would  be  required  for  the 
evolution  of  the  earth  from  chaos?  In  order  to  account 
for  His  works,  must  we  do  violence  to  His  word? 

It  is  true  that  remains  found  in  the  earth  testify  to 
the  existence  of  men,  animals,  and  plants  much  larger 
than  any  now  known.  These  are  regarded  as  proving 
the  existence  of  vegetable  and  animal  life  prior  to  the 
time  of  the  Mosaic  record.  But  concerning  these  things 
Bible  history  furnishes  ample  explanation.  Before  the 
flood,  the  development  of  vegetable  and  animal  life 
was  immeasurably  superior  to  that  which  has  since 
been  known.  At  the  flood  the  surface  of  the  earth 
was  broken  up,  marked  changes  took  place,  and  in 
the  re-formation  of  the  earth's  crust  were  preserved 
many  evidences  of  the  life  previously  existing.  The 
vast  forests  buried  in  the  earth  at  the  time  of  the  flood, 
and  since  changed  to  coal,  form  the  extensive  coal 
fields,  and  yield  the  supplies  of  oil,  that  minister  to 
our  comfort  and  convenience  to-day.  These  things, 
as  they  are  brought  to  light,  are  so  many  witnesses 
mutely  testifying  to  the   truth  of  the  word  of  God. 


Bible  Record 
of  the 
Creation 


Changes  at 
the  Flood 


Gen.  I 


2Ps.  33:9. 


I30 


The   Bible  as  an   Educator 


Evolution 
of  Man 


The  Divine 

Working' 

in  Nature 


Akin  to  the  theory  concerning  the  evolution  of  the 
earth,  is  that  which  attributes  to  an  ascending  hne  of 
germs,  moUusks,  and  quadrupeds  the  evolution  of  man, 
the  crowning  glory  of  the  creation. 

When  consideration  is  given  to  man's  opportunities 
for  research ;  how  brief  his  life ;  how  limited  his  sphere 
of  action;  how  restricted  his  vision;  how  frequent  and 
how  great  the  errors  in  his  conclusions,  especially  as 
concerns  the  events  thought  to  antedate  Bible  history; 
how  often  the  supposed  deductions  of  science  are  revised 
or  cast  aside;  with  what  readiness  the  assumed  period 
of  the  earth's  development  is  from  time  to  time  increased 
or  diminished  by  millions  of  years;  and  how  the  theories 
advanced  by  different  scientists  conflict  with  one  another, 
— considering  all  this,  shall  we,  for  the  privilege  of  trac- 
ing our  descent  from  germs  and  moUusks  and  apes, 
consent  to  cast  away  that  statement  of  Holy  Writ,  so 
grand  in  its  simplicity,  "God  created  man  in  His  own 
image,  in  the  image  of  God  created  He  him"?*  Shall 
we  reject  that  genealogical  record, — ^prouder  than  any 
treasured  in  the  courts  of  kings, — "which  was  the  son 
of  Adam,  which  was  the  son  of  God"?'^ 

Rightly  understood,  both  the  revelations  of  science 
and  the  experiences  of  life  are  in  harmony  with  the 
testimony  of  Scripture  to  the  constant  working  of  God 
in  nature. 

In  the  hymn  recorded  by  Nehemiah,  the  Levites 
sung,  "Thou,  even  Thou,  art  Lord  alone;  Thou  hast 
made  heaven,  the  heaven  of  heavens,  with  all  their  host, 
the  earth,  and  all  things  that  are  therein,  the  seas,  and 
all  that  is  therein,  and  Thou  preservest  them  all."^ 

As  regards  this  earth.  Scripture  declares  the  work 
of  creation  to  have  been  completed.     "The  works  were 

1  Gen    1 :  27.  2  Luke  3 :  3S. 


Neh. 


Science   and  the   Bible 


131 


finished  fi-om  the  foundation  of  the  world." ^  But  the 
power  of  God  is  still  exercised  in  upholding  the  objects 
of  His  creation.-  It  is  not  because  the  mechanism  once 
set  in  motion  continues  to  act  by  its  own  inherent  energy 
that  the  pulse  beats,  and  breath  follows  breath.  Every 
breath,  every  pulsation  of  the  heart,  is  an  evidence  of 
the  care  of  Him  in  whom  we  live  and  move  and  have 
our  being.  From  the  smallest  insect  to  man,  every 
living  creature  is  daily  dependent  upon  His  providence. 


"These  wait  all  upon  Thee.     .     .     . 
That  Thou  givest  them  they  gather; 
Thou  openest  Thine  hand,  they  are  filled  with  good. 
Thou  hidest  Thy  face,  they  are  troubled ; 
Thou  takest  away  their  breath,  they  die, 
And  return  to  their  dust. 

Thou  sendest  forth  Thy  Spirit,  they  are  created; 
And  Thou  renewest  the  face  of  the  earth."  =* 

"He  stretcheth  out  the  north  over  the  empty  place, 
And  hangeth  the  earth  upon  nothing. 
He  bindeth  up  the  waters  in  His  thick  clouds ; 
And  the  cloud  is  not  rent  under  them.     .     .     . 
He  hath  compassed  the  waters  with  bounds. 
Until  the  day  and  night  come  to  an  end." 

"  The  pillars  of  heaven  tremble 
And  are  astonished  at  His  rebuke. 
He  stilleth  the  sea  with  His  power.     .     .    . 
By  His  Spirit  the  heavens  are  beauty ; 
His  hand  hath  pierced  the  gliding  serpent. 
Lo,  these  are  but  the  outskirts  of  His  ways ; 
And  how  small  a  whisper  do  we  hear  of  Him  ! 
But  the  thunder  of  His  power  who  can  understand  ? "  ^ 

"  The  Lord  hath  His  way  in  the  whirlwind  and  in  the  storm, 
And  the  clouds  are  the  dust  of  His  feet."* 

The  mighty  power  that  works  through  all  nature 
and  sustains  all  things  is  not,  as  some  men  of  science 
claim,   merely  an    all-pervading   principle,  an    actuating 

^  Heb.  4:3.  2  Ps.  104  :  ^7-30. 

3 Job  26  :  7-10;  26  :  11-14,  R.  V.,  margin.  ^Nahum  i  -.3. 


The 

A  ll-Em  bracing 

Providence 


'Who  Can 
Understand?' 


A  Personiil 
God 


132  T/ie   Bible   as   an    Educator 

energy.  God  is  a  spirit;  yet  He  is  a  personal  being, 
for  man  was  made  in  His  image.  As  a  personal  being, 
God  has  revealed  Himself  in  His  Son.  Jesus,  the  out- 
shining of  the  Father's  glory,  **and  the  express  image 
of  His  person,"^  was  on  earth  found  in  fashion  as  a 
man.  As  a  personal  Saviour,  He  came  to  the  world. 
As  a  personal  Saviour,  He  ascended  on  high.  As  a 
personal  Saviour,  He  intercedes  in  the  heavenly  courts. 
Before  the  throne  of  God  in  our  behalf  ministers  "One 
like  the  Son  of  man."^ 

The  apostle  Paul,  writing  by  the  Holy  Spirit, 
declares  of  Christ  that  "all  things  have  been  created 
through  Him,  and  unto  Him;  and  He  is  before  all 
things,  and  in  Him  all  things  hold  together."^  The 
hand  that  sustains  the  worlds  in  space,  the  hand  that 
holds  in  their  orderly  arrangement  and  tireless  activity 
all  things  throughout  the  universe  of  God,  is  the  hand 
that  was  nailed  to  the  cross  for  us. 

The  greatness   of  God  is  to   us  incomprehensible. 

**The  Lord's  throne  is  in  heaven;"*  yet  by  His  Spirit 

Omnipresence;      p^g  jg  everywhere  present.      He  has  an  intimate  knowl- 

Omniscience  •' 

edge  of,  and  a  personal  interest  in,  all  the  works  of 
His  hand. 

"Who  is  like  unto  the  Lord  our  God,  who  dwelleth  on  high, 
Who  humbleth    Himself  to  behold  the  things  that  are  in 
heaven,  and  in  the  earth  !  " 

*'  Whither  shall  I  go  from  Thy  Spirit? 
Or  whither  shall  I  flee  from  Thy  presence? 
If  I  ascend  up  into  heaven.  Thou  art  there  ; 
If  I  make  my  bed  in  the  grave, ^  behold,  Thou  art  there. 

"  If  I  take  the  wings  of  the  morning. 
And  dwell  in  the  uttermost  parts  of  the  sea; 
Even  there  shall  Thy  hand  lead  me, 
And  Thy  right  hand  shall  hold  me."  « 

iHeb.  1:3.  2  Dan.  7:13.  3  Col.  i  :  16,  17,  R.  V.,  margin.  <Ps.  11:4. 

"See  Ps.  139:8,  R.  V.;  Job  26  :6,  R.  V.,  margin.        ^  p^.  113;  5^  6;  139:7-10. 


Science   and  the   Bible 


133 


' '  Thou  knowest  my  downsitting  and  mine  uprising, 
Thou  understandest  my  thought  afar  off. 
Thou  searchest  out  my  path  and  my  lying  down, 
And  art  acquainted  with  all  my  ways.     .     .     . 
Thou  hast  beset  me  behind  and  before,  ~^ 

And  laid  Thine  hand  upon  me. 
Such  knowledge  is  too  wonderful  for  me ; 
It  is  high,  I  can  not  attain  unto  it."  ^ 

It  was  the  Maker  of  all  things  who  ordained  the 
wonderful  adaptation  of  means  to  end,  of  supply  to 
need.  It  was  He  who  in  the  material  world  provided 
that  every  desire  implanted  should  be  met.  It  was 
He  who  created  the  human  soul,  with  its  capacity  for 
knowing  and  for  loving.  And  He  is  not  in  Himself 
such  as  to  leave  the  demands  of  the  soul  unsatisfied. 
No  intangible  principle,  no  impersonal  essence  or  mere 
abstraction,  can  satisfy  the  needs  and  longings  of  human 
beings  in  this  life  of  struggle  with  sin  and  sorrow  and 
pain.  It  is  not  enough  to  believe  in  law  and  force,  in 
things  that  have  no  pity,  and  never  hear  the  cry  for 
help.  We  need  to  know  of  an  almighty  arm  that  will 
hold  us  up,  of  an  infinite  Friend  that  pities  us.  We 
need  to  clasp  a  hand  that  is  warm,  to  trust  in  a  heart 
full  of  tenderness.  And  even  so  God  has  in  His  word 
revealed  Himself 

He  who  studies  most  deeply  into  the  mysteries  of 
nature  will  realize  most  fully  his  own  ignorance  and 
weakness.  He  will  realize  that  there  are  depths  and 
heights  which  he  can  not  reach,  secrets  which  he  can 
not  penetrate,  vast  fields  of  truth  lying  before  him 
unentered.  He  will  be  ready  to  say,  with  Newton,  *'I 
seem  to  myself  to  have  been  like  a  child  on  the  sea- 
shore finding  pebbles  and  shells,  while  the  great  ocean 
of  truth  lay  undiscovered  before  me." 

IPs.  139:2-6,  R.  V. 


'A   Father 
unto    You ' 


Mysteries 
in  Nature 


134 


The   Bible   as   an    Ediicator 


The  Divine 
Teacher 


The  deepest  students  of  science  are  constrained  to 
recognize  in  nature  the  working  of  infinite  power.  But 
to  man's  unaided  reason,  nature's  teaching  can  not  but 
be  contradictory  and  disappointing.  Only  in  the  light 
of  revelation  can  it  be  read  aright.  ''Through  faith  we 
understand."^ 

'Tn  the  beginning  God."^  Here  alone  can  the  mind 
in  its  eager  questioning,  fleeing  as  the  dove  to  the 
ark,  find  rest.  Above,  beneath,  beyond,  abides  Infinite 
Love,  working  out  all  things  to  accomplish  "the  good 
pleasure  of  His  goodness."^ 

"The  invisible  things  of  Hiai  since  the  creation  of 
the  world  are  .  .  .  perceived  through  the  things  that 
are  made,  even  His  everlasting  power  and  divinity."* 
But  their  testimony  can  be  understood  only  through 
the  aid  of  the  divine  Teacher.  "What  man  knoweth 
the  things  of  a  man,  save  the  spirit  of  man  which  is  in 
him?  even  so  the  things  of  God  knoweth  no  man,  but 
the  Spirit  of  God.'" 

"When  He,  the  Spirit  of  truth,  is  come.  He  will 
guide  you  into  all  truth.  "^  Only  by  the  aid  of  that 
Spirit  who  in  the  beginning  "was  brooding  upon  the 
face  of  the  waters;"  of  that  Word  by  whom  "all  things 
were  made  ;"  of  that  "true  Light,  which  lighteth  every 
man  that  cometh  into  the  world,"  can  the  testimony  of 
science  be  rightly  interpreted.  Only  by  their  guidance 
can  its  deepest  truths  be  discerned. 

Only  under  the  direction  of  the  Omniscient  One 
shall  we,  in  the  study  of  His  works,  be  enabled  to 
think   His  thoughts  after   Him. 

2  Gen.  i:  i. 


iHeb.  11:3. 
*Rom. 


R.  V 


I  Cor.  2  : 


3  2  Thess.  I  :  11. 

•^John  16;  13. 


Business   Principles   and 
Methods 


HE    THAT    WALKETH    UPRIGHTLY 
WALKETH    surely" 


^T^HERE  is  no  branch  of  legitimate  business  for 
-*-  which  the  Bible  does  not  afford  an  essential 
preparation.  Its  principles  of  diligence,  honesty,  thrift, 
temperance,  and  purity  are  the  secret  of  true  success. 
These  principles,  as  set  forth  in  the  book  of  Proverbs, 
constitute  a  treasury  of  practical  wisdom.  Where  can 
the  merchant,  the  artisan,  the  director  of  men  in  any 
department  of  business,  find  better  maxims  for  himself 
or  for  his  employees  than  are  found  in  these  words 
of  the  wise    man: — 

**Seest  thou  a  man  diligent  in  his  business?  he 
shall  stand  before  kings;  he  shall  not  stand  before 
mean    men."^ 

**In  all  labor  there  is  profit;  but  the  talk  of  the  lips 
tendeth  only  to  penury."' 

'The  soul  of  the  sluggard  desireth,  and  hath  noth- 
ing." *'The  drunkard  and  the  glutton  shall  come  to 
poverty;  and  drowsiness  shall  clothe  a  man  with  rags."' 

*'A  talebearer  revealeth  secrets;  therefore  meddle  not 
with  him  that  flattereth  with  his  lips."^ 

*'He  that  hath  knowledge  spareth  his  words;"  but 
"  every  fool  will  be  meddling."* 


Business 

Man's 

Manual 


Every-  Day 
Maxims 


I  Prov.  22  :  29 ;  14  :  23. 
8  Prov.  20 :  19. 


2 Prov.  13  :  4;  23  :2i. 

*Prov.  17  :  27  ;  20:3. 


(135' 


136 


The   Bible  as   an    Ediicator 


•'Go  not  in  the  way  of  evil  men;"  "can  one  go 
upon    hot   coals,  and  his  feet  not  be  burned?"^ 

"He  that  walketh  with  wise  men  shall   be  wise."' 

"A  man  that  hath  friends  must  show  himself 
friendly. ' '  "^ 

The  whole  circle  of  our  obligation  to  one  another 
is  covered  by  that  word  of  Christ's,  "Whatsoever  ye 
would  that  men  should  do  to  you,  do  ye  even  so  to 
them."^ 


A    Financial 
Safeguard 


Basis   of 
Confidence 


How  many  a  man  might  have  escaped  financial 
failure  and  ruin  by  heeding  the  warnings,  so  often 
repeated  and  emphasized  in  the  Scriptures: — 

"  He  that  maketh  haste  to  be  rich  shall  not  be 
innocent."* 

"Wealth  gotten  in  haste  shall  be  diminished;  but 
he  that  gathereth  by  labor  shall  have  increase."^ 

"The  getting  of  treasures  by  a  lying  tongue  is  a 
vanity  tossed  to  and  fro  of  them  that  seek  death."" 

'•The  borrower  is  servant  to  the  lender."** 

"  He  that  is  surety  for  a  stranger  shall  smart  for 
it;  and  he  that  hateth  suretyship  is  sure."® 

"Remove  not  the  old  landmark;  and  enter  not 
into  the  fields  of  the  fatherless ;  for  their  Redeemer  is 
mighty;  He  shall  plead  their  cause  with  thee."  "He 
that  oppresseth  the  poor  to  increase  his  riches,  and  he 
that  giveth  to  the  rich,  shall  surely  come  to  want." 
"Whoso  diggeth  a  pit  shall  fall  therein;  and  he  that 
rolleth  a  stone,  it  will  return  upon  him."' 

These  are  principles  with  which  are  bound  up  the 
well-being  of  "society,  of  both  secular  and  religious 
associations.  It  is  these  principles  that  give  security 
to    property  and  life.      For  all  that    makes    confidence 

4  Prov.  28 :  20. 


iProv.  4:14;  6:28.  2 Prov.  13:20,-  18:24. 

6  Prov.  13  :  II,  R.  V.,  margin.  *Pi 


K.  v.,  margin.  "Prov.  21  : 

7  Prov.  23:  ID,  11;  22: 16;  26:27 


Matt.  7  :  12. 
'rov.  21  : 6;  22:7;  11 :  15 


Business   Pruiciples   and   Methods 


137 


and  co-operation  possible,  the  world  is  indebted  to  the 
law  of  God,  as  given  in  His  word,  and  as  still    traced, 
in  lines  often  obscure  and  well-nigh  obliterated,  in  the_ 
hearts  of  men. 


The  psalmist's  words,  "  The  law  of  Thy  mouth  is 
better  unto  me  than  thousands  of  gold  and  silver,"^ 
state  that  which  is  true  from  other  than  a  religious 
point  of  view.  They  state  an  absolute  truth,  and  one 
that  is  recognized  in  the  business  world.  Even  in  this 
age  of  passion  for  money- getting,  when  competition  is 
so  sharp,  and  methods  are  so  unscrupulous,  it  is  still 
widely  acknowledged  that,  for  a  young  man  starting 
in  life,  integrity,  diligence,  temperance,  purity,  and  thrift 
constitute  a  better  capital  than  any  amount  of  mere 
money. 


Best 
Capital 


Yet  even  of  those  who  appreciate  the  value  of  these 
qualities  and  acknowledge  the  Bible  as  their  source, 
there  are  but  few  who  recognize  the  principle  upon 
which    they  depend. 

That  which  lies  at  the  foundation  of  business  integ- 
rity and  of  true  success  is  the  recognition  of  God's 
ownership.  The  Creator  of  all  things.  He  is  the  origi- 
nal proprietor.  We  are  His  stewards.  All  that  we 
have  is  a  trust  from  Him,  to  be  used  according  to  His 
direction. 

This  is  an  obligation  that  rests  upon  every  human 
being.  It  has  to  do  with  the  whole  sphere  of  human 
activity.  Whether  we  recognize  it  or  not,  we  are 
stewards,  supplied  from  God  with  talents  and  facilities, 
and  placed  in  the  world  to  do  a  work  appointed  by 
Him. 

ips.  119:72. 


stewardship 


138 


The    Bible   as   an    Educator 


"Be  Not 
Anxious  ' 


To  eveiy  man  is  given  **his  work,"^ — the  work  for 
which  his  capabilities  adapt  him, — the  work  which  will 
result  in  greatest  good  to  himself  and  to  his  fellow-men, 
and  in  greatest  honor  to  God. 

Thus  our  business  or  calling  is  a  part  of  God's  great 
plan,  and,  so  long  as  it  is  conducted  in  accordance 
with  His  will,  He  Himself  is  responsible  for  the  results. 
**  Laborers  together  with  God,"^  our  part  is  faithful  com- 
pliance with  His  directions.  Thus  there  is  no  place  for 
anxious  care.  Diligence,  fidelity,  care-taking,  thrift,  and 
discretion  are  called  for.  Every  faculty  is  to  be  exer- 
cised to  its  highest  capacity.  But  the  dependence  will 
be,  not  on  the  successful  outcome  of  our  efforts,  but 
on  the  promise  of  God.  The  word  that  fed  Israel  in  the 
desert,  and  sustained  Elijah  through  the  time  of  famine, 
has  the  same  power  to-day.  "Be  not  anxious,^  saying, 
What  shall  we  eat?  or,  What  shall  we  drink?  .  . 
Seek  ye  first  the  kingdom  of  God,  and  His  righteous- 
ness;  and  all  these  things  shall   be  added  unto  you."* 


He  who  gives  men  power  to  get  wealth  has  with  the 
gift  bound  up  an  obligation.  Of  all  that  we  acquire  He 
claims  a  specified  portion.  The  tithe  is  the  Lord's. 
*'A11  the  tithe  of  the  land,  whether  of  the  seed  of  the 
Tithinsr  land  or  of  the  fruit  of  the  tree,"  "the  tithe  of  the  herd 
or  of  the  flock,  .  .  .  shall  be  holy  unto  the  Lord."" 
The  pledge  made  by  Jacob  at  Bethel  shows  the  extent 
of  the  obligation.  "Of  all  that  Thou  shalt  give  me," 
he  said,   "I  will  surely  give  the  tenth  unto  Thee."*' 

"Bring   ye  all  the   tithes   into  the  storehouse,"'  is 

•     God's  command.     No  appeal  is  made  to  gratitude  or  to 

generosity.     This  is  a  matter  of  simple  honesty.     The 


1  Mark  13:34-  "  i  Cor.  3:9. 

1^  Lev.  27  :  30,  32.  t*  Gen.  28  :  22. 


R.  V. 


<Matt.  6:31-33. 
^  Mai.  3  :  10. 


Busiyiess    Pi^inciples   and   Methods 


139 


tithe  is  the  Lord's;  and  He  bids  us  return  to  Him  that 
which  is  His  own. 

"It  is  required  in  stewards,  that  a  man  be  found 
faithful."^  If  honesty  is  an  essential  principle  of  busi- 
ness life,  must  we  not  recognize  our  obligation  to 
God, — the  obligation  that  underlies  every  other? 


By  the  terms  of  our  stewardship  we  are  placed  under 
obligation,  not  only  to  God,  but  to  man.  To  the  infinite 
love  of  the  Redeemer  every  human  being  is  indebted  for 
the  gifts  of  life.  Food  and  raiment  and  shelter,  body 
and  mind  and  soul, — all  are  the  purchase  of  His  blood. 
And  by  the  obligation  of  gratitude  and  service  thus 
imposed,  Christ  has  bound  us  to  our  fellow-men.  He 
bids  us,  **  By  love  serve  one  another."-^.  ''Inasmuch 
as  ye  have  done  it  unto  one  of  the  least  of  these  My 
brethren,  ye  have  done  it  unto  Me."^ 

"I  am  debtor,"  Paul  declares,  "both  to  the  Greeks 
and  to  the  barbarians;  both  to  the  wise  and  to  the 
unwise."*  So  also  are  we.  By  all  that  has  blessed 
our  life  above  others,  we  are  placed  under  obligation 
to  every  human  being  whom  we  might  benefit. 

These  truths  are  not  for  the  closet  more  than  for 
the  counting-room.  The  goods  that  we  handle  are  not 
our  own,  and  never  can  this  fact  safely  be  lost  sight  of. 
We  are  but  stewards,  and  on  the  discharge  of  our  obli- 
gation to  God  and  man  depend  both  the  welfare  of  our 
fellow-beings ^and  our  own  destiny  for  this  life  and  for 
the  life  to  come. 


Ministry 


'I  Am 
Debtor' 


"There  is  that  scattereth,  and   yet  increaseth;  and 
there    is    that  withholdeth    more   than    is  meet,  but    it 

1 1  Cor.  4:2.  2Gal.  5:13.  3  Matt.  25  :  40.  <  Rora.  i :  14. 


140 


The    Bible   as   an    Educator 


Profit 
and  Loss 


tendeth  to  poverty."  "Cast  thy  bread  upon  the  waters; 
for  thou  shalt  find  it  after  many  days."  "The  Hberal 
soul  shall  be  made  fat;  and  he  that  watereth  shall  be 
watered  also  himself"^ 

"Labor  not  to  be  rich.  .  .  .  Wilt  thou  set  thine 
eyes  upon  that  which  is  not?  for  riches  certainly  make 
themselves  wings;  they  fly  away  as  an  eagle  toward 
heaven.'" 

"Give,  and  it  shall  be  given  unto  you;  good  meas- 
ure, pressed  down,  and  shaken  together,  and  running 
over,  shall  men  give  into  your  bosom.  For  with  the 
same  measure  that  ye  meet  withal  it  shall  be  measured 
to  you  again." ^  


The 

Best-Paying 

Investment 


"Honor  the  Lord  with  thy  substance,  and  with  the 
first-fruits  of  .all  thine  increase;  so  shall  thy  barns  be 
filled  with  plenty,  and  thy  presses  shall  burst  out  with 
new  wine."* 

"Bring  ye  all  the  tithes  into  the  storehouse,  that 
there  may  be  meat  in  Mine  house,  and  prove  Me  now 
herewith,  saith  the  Lord  of  hosts,  if  I  will  not  open  you 
the  windows  of  heaven,  and  pour  you  out  a  blessing, 
that  there  shall  not  be  room  enough  to  receive  it.  And 
I  will  rebuke  the  devourer  for  your  sakcs,  and  he  shall 
not  destroy  the  fruits  of  your  ground ;  neither  shall 
your  vine  cast  her  fruit  before  the  time  in  the  field. 
.  .  .  And  all  nations  shall  call  you  blessed;  for  ye 
shall  be  a  delightsome  land."^ 

"If  ye  walk  in  My  statutes,  and  keep  l^y  command- 
ments, and  do  them;  then  I  will  give  you  rain  in  due 
season,  and  the  land  shall  yield  her  increase,  and  the 
trees  of  the  field  shall  yield  their  fruit.  And  your 
threshing  shall  reach  unto  the  vintage,  and  the  vintage 


'  Prov.  II :  24,  25;    Eccl.  11  :  i, 
<  Prov.  3  :  9, 


^Prov.  23  :4,  5. 
f-  Mai.  3  :  10-12. 


iLuke  6:38. 


Business    Principles   and   Methods  141 

shall  reach  unto  the  sowing-time;  and  ye  shall  eat  your 
bread  to  the  full,  and  dwell  in  your  land  safely.  And 
I  will  give  peace  in  the  land,  .  .  .  and  none  shall 
make  you  afraid."^ 

**Seek  judgment,  relieve  the  oppressed,  judge  the 
fatherless,  plead  for  the  widow."  *' Blessed  is  he  that 
considereth  the  poor;  the  Lord  will  deliver  him  in  time     ^e*^i^"^y 

^  '  _  for  Deposit 

of  trouble.  The  Lord  will  preserve  him,  and  keep  him 
alive;  and  he  shall  be  blessed  upon  the  earth;  and 
Thou  wilt  not  deliver  him  unto  the  will  of  his  enemies." 
'*He  that  hath  pity  upon  the  poor  lendeth  unto  the 
Lord;  and  that  which  he  hath  given  will  He  pay  him 
again."  "^ 

He  who  makes  this  investment  lays  up  double  treas- 
ure. Besides  that  which,  however  wisely  improved,  he 
must  leave  at  last,  he  is  amassing  wealth  for  eternity, 
-^that  treasure  of  character  which  is  the  most  valuable 
possession  of  earth  or  heaven. 


'•The  Lord  knoweth  the  days  of  the  upright;  and 
their  inheritance  shall  be    forever.     They  shall    not  be     ^"swcj/ice 
ashamed  in  the  evil  time;    and  in  the  days  of  famine 
they  shall  be  satisfied."^ 

"  He  that  walketh  uprightly,  and  worketh  righteous- 
ness, and  speaketh  the  truth  in  his  heart;  ...  he 
that  sweareth  to  his  own  hurt,  and  changeth  not;"  "he 
that  despiseth  the  gain  of  oppressions,  that  shaketh  his 
hands  from  holding  of  bribes,  .  .  .  and  shutteth  his 
eyes  from  seeing  evil;  he  shall  dwell  on  high; 
bread  shall  be  given  him;  his  waters  shall  be  sure. 
Thine  eyes  shall  see  the  King  in  His  beauty;  they  shall 
behold  the  land  that  is  very  far  off."* 

1  Lev.  26:3-6.  i^Isa,  117,    Ps  41:1,2;    Prov.  19  :  17. 

3  Ps.  37  :  18,  19.  ■*  Ps,  15  :  2-4 ;  Isa.  33  :  15-17. 


142 


The    Bible   as   aii    Educator 


A  Successful 
Career 


Its   Crown 
of  Honor 


God  has  given  in  His  word  a  picture  of  a  prosperous 
man, — one  whose  life  was  in  the  truest  sense  a  success, 
a  man  whom  both  heaven  and  earth  dehghted  to  honor. 
Of  his  experiences  Job  himself  says : — 

"In  the  ripeness  of  my  days, 

When  the  secret  of  God  was  upon  my  tent ; 

When  the  Almighty  was  yet  with  me, 

And  my  children  were  about  me ;     .     .     . 

When  I  went  forth  to  the  gate  unto  the  city, 

When  I  prepared  my  seat  in  the  broad  place,* 

The  young  men  saw  me  and  hid  themselves, 

And  the  aged  rose  up  and  stood ; 

The  princes  refrained  talking, 

And  laid  their  hand  on  their  mouth ; 

The  voice  of  the  nobles  was  hushed.     .     .     . 
"For  when  the  ear  heard  me,  then  it  blessed  me; 

And  when  the  eye  saw  me,  it  gave  witness  unto  me; 

Because  I  delivered  the  poor  that  cried. 

The  fatherless  also,  and  him  ^  that  had  none  to  help  him. 

* '  The  blessing  of  him  that  was  ready  to  perish  came  upon 
me; 

And  I  caused  the  widow's  heart  to  sing  for  joy. 

I  put  on  righteousness,  and  it  clothed  me ; 

My  justice  was  as  a  robe  and  a  diadem. 

I  was  eyes  to  the  blind. 

And  feet  was  I  to  the  lame. 

I  was  a  father  to  the  needy; 

And  the  cause  of  him  that  I  knew  not  I  searched  out." 
"The  stranger  did  not  lodge  in  the  street ; 

But  I  opened  my  doors  to  the  traveler." 

"Unto  me  men  gave  ear,  and  waited.     .     .     . 
And  the  light  of  my  countenance  they  cast  not  down. 
I  chose  out  their  way,  and  sat  chief, 
And  dwelt  as  a  king  in  the  army. 
As  one  that  comforteth  the  mourners''''^ 

"The  blessing  of  the  Lord,  it  maketh  rich,  and  He 
addeth  no  sorrow  with  it."^ 

** Riches  and  honor  are  with  Me,"  declares  Wisdom; 
**yea,  durable  riches  and  righteousness."* 


1  Margin. 

3  Prov. 


2Job  29:4-16,  R.  V. 
4  Prov.   8  :  r8. 


31  :32;  29: 


Business   Principles   and    Methods 


143 


The  Bible  shows  also  the  result  of  a  departure  from 
right  principles  in  our  dealing  both  with  God  and  with 
one  another.  To  those  who  are  entrusted  with  His 
gifts  but  indifferent  to  His  claims,  God  says: — 

"Consider  your  ways.  Ye  have  sown  much,  and 
bring  in  little;  ye  eat,  but  ye  have  not  enough;  ye 
drink,  but  ye  are  not  filled  with  drink;  ye  clothe  you, 
but  there  is  none  warm;  and  he  that  earneth  wages 
earneth  wages  to  put  it  into  a  bag  with  holes.  .  .  . 
Ye  looked  for  much,  and,  lo,  it  came  to  little;  and 
when  ye  brought  it  home,  I  did  blow  upon  it."  "When 
one  came  to  a  heap  of  twenty  measures,  there  were  but 
ten;  when  one  came  to  the  press-fat  for  to  draw  out 
fifty  vessels  out  of  the  press,  there  were  but  twenty." 
"Why?  saith  the  Lord  of  hosts.  Because  of  Mine 
house  that  is  waste."  "Will  a  man  rob  God?  Yet 
ye  have  lobbed  Me.  But  ye  say,  Wherein  have  we 
robbed  Thee?  In  tithes  and  offerings."  "Therefore 
the  heaven  over  you  is  stayed  from  dew,  and  the  earth 
is  stayed  from  her  fruit."  ^ 

"Forasmuch  therefore  as  your  treading  is  upon  the 
poor,  ...  ye  have  built  houses  of  hewn  stone,  but 
ye  shall  not  dwell  in  them;  ye  have  planted  pleasant 
vineyards,  but  ye  shall  not  drink  wine  of  them."  "The 
Lord  shall  send  upon  thee  cursing,  vexation,  and  re- 
buke, in  all  that  thou  settest  thine  hand  unto."  "Thy 
sons  and  thy  daughters  shall  be  given  unto  another, 
.  ■  .  .  and  thine  eyes  shall  look,  and  fail  with  longing 
for  them  all  the  day  long;  and  there  shall  be  no  might 
in  thine  hand."^ 

"He  that  getteth  riches,  and  not  by  right,  shall 
leave  them  in  the  midst  of  his  days,  and  at  his  end 
shall  be  a  fool."=^ 

.1  Haggai  i :  5-9 ;  2  :  16  ;  1  :  10 ;    Mai.  3:8.  2  Amos  5:11;    Deut,  28  :  20,  32, 

3jer.  17:11,        . 


A   Fruitless 
Venture 


Gains   That 
Impoverish 


144 


The   Bible   as   an    Educator 


The  Audit 


The  accounts  of  every  business,  the  details  of  every 
transaction,  pass  the  scrutiny  of  unseen  auditors,  agents 
of  Him  who  never  compromises  with  injustice,  never 
overlooks  evil,   never  palliates  wrong. 

*'If  thou  seest  the  oppression  of  the  poor,  and 
violent  perverting  of  judgment  and  justice, 
marvel  not  at  the  matter;  for  He  that  is  higher  than 
the  highest  regardeth."  "There  is  no  darkness,  nor 
shadow  of  death,  where  the  workers  of  iniquity  may 
hide  themselves."^ 

"They  set  their  mouth  against  the  heavens,  and 
say,  How  doth  God  know?  and  is  there 
knowledge  in  the  Most  High?"  "These  things  hast 
thou  done,"  God  says,  "and  I  kept  silence;  thou 
thoughtest  that  I  was  altogether  such  a  one  as  thyself; 
but  I  will  reprove  thee,  and  set  them  in  order  before 
thine  eyes."'^ 


Witness 

Never 

Silenced 


"I  turned,  and  lifted  up  mine  eyes,  and  looked, 
and  behold  a  flying  roll.  .  .  .  This  is  the  curse 
that  goeth  forth  over  the  face  of  the  whole  earth;  for 
every  one  that  stealeth  shall  be  cut  off  as  on  this  side 
according  to  it;  and  every  one  that  sweareth  shall  be 
cut  off  as  on  that  side  according  to  it.  I  will  bring  it 
forth,  saith  the  Lord  of  hosts,  and  it  shall  enter  into 
the  house  of  the  thief,  and  into  the  house  of  him  that 
sweareth  falsely  by  My  name;  and  it  shall  remain  in 
the  midst  of  his  house,  and  shall  consume  it  with  the 
timber  thereof  and  the  stones  thereof"^ 

Against  every  evil-doer  God's  law  utters  condem- 
nation. He  may  disregard  that  voice,  he  may  seek  to 
drown  its  warning,  but  in  vain.  It  follows  him.  It 
makes  itself  heard.     It  destroys  his  peace.     If  unheeded, 

1  Eccl.  5:8;  Job  34  :  22.  2  Ps.  73  :  9-11  ;  50  :  21.  s  Zgch.  5  :  1-4. 


Business   Pririciplcs   a7id  Methods  145 

it  pursues  him  to  the  grave.  It  bears  witness  against 
him  at  the  judgment.  A  quenchless  fire,  it  consumes 
at  last  soul   and  body. 


"What  shall  it  profit  a  man,  if  he  shall  gain  the 
whole  world,  and  lose  his  own  soul?  or  what  shall  a 
man   give  in  exchange  for  his  soul?"^ 


This  is  a  question  that  demands  consideration  by 
every  parent,  every  teacher,  every  student, — by  every  ^'^'^  Question 
human  being,  young  or  old.  No  scheme  of  business 
or  plan  of  life  can  be  sound  or  complete  that  embraces 
only  the  brief  years  of  this  present  life,  and  makes  no 
provision  for  the  unending  future.  Let  the  youth  be 
taught  to  take  eternity  into  their  reckoning.  Let  them 
be  taught  to  choose  the  principles  and  seek  the  posses- 
sions that  are  enduring, — to  lay  up  for  themselves  that 
"treasure  in  the  heavens  that  faileth  not,  where  no 
thief  approacheth,  neither  moth  corrupteth;"  to  make 
to  themselves  friends  "by  means  of  the  mammon  of 
unrighteousness,"  that  when  it  shall  fail,  these  may 
receive  them  "into  the  eternal  tabernacles.""^ 

All  who  do  this  are  making  the  best  possible  prepa- 
ration for  life  in  this  world.  No  man  can  lay  up 
treasure  in  heaven  without  finding  his  life  on  earth 
thereby  enriched  and  ennobled. 

"Godliness  is  profitable  unto  all  things,  having 
promise  of  the  life  that  now  is,  and  of  that  which  is 
to  come."^ 

iMark  8:36,37.  2Luke  12:33;    16:9,  R.  V.  ^1  Tim.  4:8. 


Bible   B iograp hies 


"WHO    THROUGH    FAITH    SUBDUED 
KINGDOMS,    WROUGHT    RIGHTEOUSNESS, 
FROM    WEAKNESS    WERE    MADE    STRONG" 


A   Faithful 
Delineation 


Retribution 


/j  S  an  educator  no  part  of  the  Bible  is  of  greater 
■^-^  value  than  are  its  biographies.  These  biographies 
differ  from  all  others  in  that  they  are  absolutely  true 
to  life.  It  is  impossible  for  any  finite  mind  to  interpret 
rightly,'  in  all  things,  the  workings  of  another.  None 
but  He  who  reads  the  heart,  who  discerns  the  secret 
springs  of  motive  and  action,  can  with  absolute  truth 
delineate  character,  or  give  a  faithful  picture  of  a  human 
life.     In  God's  word  alone  is  found  such  delineation. 

No  truth  does  the  Bible  more  clearly  teach  than  that 
what  we  do  is  the  result  of  what  we  are.  To  a  great 
degree  the  experiences  of  life  are  the  fruition  of  our  own 
thoughts  and  deeds. 

"The  curse  causeless  shall  not  come."^ 

''Say  ye  to  the  righteous,  that  it  shall  be  well  with 

him;     .    ^ _.     unto  the  wicked,,  it  shall  be  ill  with  him; 

for  the  reward  of  his  hands  shall  be  given  him."  ^ 

*'Hear,  O  earth;  behold,  I  will  bring  evil  upon  this 
people,  even  the  fruit  of  their   thoughts."'^ 

Terrible  is  this  truth,  and  deeply  should  it  be  im- 
pressed. Every  deed  reacts  upon  the  doer.  Never  a 
human  being  but  may  recognize,  in  the  evils  that  curse 
his  life,  fruitage  of  his  own  sowing.  Yet  even  thus  we 
are  not  without  hope. 

(146)  iProv.  26:2.        2isa.  3:10,  II.        -'Jer.  6:19. 


Bible    Biographies 


147 


To  gain  the  birthright  that  was  his  already  by  God's 
promise,  Jacob  resorted  to  fraud,  and  he  reaped  the 
harvest  in  his  brother's  hatred.  Through  twenty  years 
of  exile  he  was  hhiiself  wronged  and  defrauded,  and  was 
at  last  forced  to  find  safety  in  flight;  and  he  reaped  a 
second  harvest,  as  the  evils  of  his  own  character  were 
seen  to  crop  out  in  his  sons ; — all  but  too  true  a  picture 
of  the  retributions  of  human  life. 

But  God  says:  **I  will  not  contend  forever,  neither 
will  I  be  always  wroth ;  for  the  spirit  should  fail  before 
Me,  and  the  souls  which  I  have  made.  For  the  iniquity 
of  his  covetousness  was  I  wroth,  and  smote  him ;  I  hid 
Me,  and  was  wroth,  and  he  went  on  frowardly  in  the 
way  of  his  heart.  I  have  seen  his  ways,  and  will  heal 
him;  I  will  lead  him  also,  and  restore  comforts  unto 
him  and  to  his  mourners.  .  .  .  Peace,  peace  to 
him  that  is  far  off,  and  to  him  that  is  near,  saith  the 
Lord;  and   I  will  heal  him."^ 

Jacob  in  his  distress  was  not  overwhelmed.  He  had 
repented,  he  had  endeavored  to  atone  for  the  wrong  to 
his  brother.  And  when  threatened  with  death  through 
the  wrath  of  Esau,  he  sought  help  from  God.  *'Yea, 
he  had  power  over  the  Angel,  and  prevailed ;  he  wept, 
and  made  supplication."  **And  He  blessed  him  there."  ^ 
In  the  power  of  His  might  the  forgiven  one  stood  up,  no 
longer  the  supplanter,  but  a  prince  with  God.  He  had 
gained  not  merely  deliverance  from  his  outraged  brother, 
but  deliverance  from  himself  The  power  of  evil  in  his 
own  nature  was  broken;  his  character  was  transformed. 

At  eventide  there  was  light.  Jacob,  reviewing  his 
life-history,  recognized  the  sustaining  power  of  God, — 
"the  God  which  fed  me  all  my  life  long  unto  this  day, 
the  Angel  which  redeemed  me  from  all  evil."^ 

ilsa.  57: 16-19.  2Hoseai2:4;  0611.32:29.  ^Gen    48:15,  16. 


Experience 
of  Jacob 


Gain 

through 

Loss 


148 


The    Bible   as   an    Educator 


The  same  experience  is  repeated  in  the  history  of 
Jacob's  sons, — sin  working  retribution,  and  repentance 
bearing  fruit  of  righteousness  unto  Hfe. 

God  does  not  annul  His  laws.  He  does  not  work 
contrary  to  them.  The  work  of  sin  He  does  not  undo. 
But  He  transforms.  Through  His  grace  the  curse 
works  out  blessing. 


The  Levites 


A    Curse 
Transformed 


Of  the  sons  of  Jacob,  Levi  was  one  of  the  most 
cruel  and  vindictive,  one  of  the  two  most  guilty  in  the 
treacherous  murder  of  the  Shechemites.  Levi's  charac- 
teristics, reflected  in  his  descendants,  incurred  for  them 
the  decree  from  God,  *T  will  divide  them  in  Jacob,  and 
scatter  them  in  Israel,"^  But  repentance  wrought  ref- 
ormation ;  and  by  their  faithfulness  to  God  amidst  the 
apostasy  of  the  other  tribes,  the  curse  was  transformed 
into  a  token  of  highest  honor. 

**The  Lord  separated  the  tribe  of  Levi,  to  bear  the 
ark  of  the  covenant  of  the  Lord,  to  stand  before  the 
Lord  to  minister  unto  Him,  and  to  bless  in  His  name." 
"My  covenant  was  with  him  of  life  and  peace;  and  I 
gave  them  to  him  for  the  fear  wherewith  he  feared  Me, 
and  was  afraid  before  My  name.  .  .  .  He  walked 
with  Me  in  peace  and  equity,  and  did  turn  many  away 
from  iniquity."'"^ 

The  appointed  ministers  of  the  sanctuary,  the 
Levites  received  no  landed  inheritance;  they  dwelt 
together  in  cities  set  apart  for  their  use,  and  received 
their  support  from  the  tithes  and  the  gifts  and  offerings 
devoted  to  God's  serv^ice.  They  were  the  teachers  of 
the  people,  guests  at  all  their  festivities,  and  every- 
where honored  as  servants  and  representatives  of  God. 

iGen.  49:7.  2Deut.  10:8;    Mai.  2:5,  6. 


Bible    Biographies 


149 


To  the  whole  nation  was  given  the  command:  **Take 
heed  to  thyself  that  thou  forsake  not  the  Levite  as 
long  as  thou  livest  upon  the  earth."  **Levi  hath  no 
part  nor  inheritance  with  his  brethren;  the  Lord  is  his 
inheritance."^ 


The  truth  that  as  a  man  ''thinketh  in  his  heart,  so 
is  he,"''  finds  another  illustration  in  Israel's  experience. 
On  the  borders  of  Canaan  the  spies,  returned  from 
searching  the  country,  made  their  report.  The  beauty 
and  fruitfulness  of  the  land  were  lost  sight  of,  through 
fear  of  the  difficulties  in  the  way  of  its  occupation. 
The  cities  walled  up  to  heaven,  the  giant  warriors,  the 
iron  chariots,  daunted  their  faith.  Leaving  God  out  of 
the  question,  the  multitude  echoed  the  decision  of  the 
unbelieving  spies,  **We  be  not  able  to  go  up  against 
the  people;  for  they  are  stronger  than  we."^  Their 
words  proved  true.  They  were  not  able  to  go  up,  and 
they  wore  out  their  lives  in  the  desert. 

Two,  however,  of  the  twelve  who  had  viewed  the 
land,  reasoned  otherwise.  "We  are  well  able  to  over- 
come it,"^  they  urged,  counting  God's  promise  superior 
to  giants,  walled  cities,  or  chariots  of  iron.  For  them 
their  word  was  true.  Though  they  shared  with  their 
brethren  the  forty  years'  wandering,  Caleb  and  Joshua 
entered  the  land  of  promise.  As  courageous  of  heart 
as  when  with  the  hosts  of  the  Lord  he  set  out  from 
Egypt,  Caleb  asked  for  and  received  as  his  portion  the 
stronghold  of  the  giants.  In  God's  strength  he  drove 
out  the  Canaan ites.  The  vineyards  and  olive-groves 
where  his  feet  had  trodden  became  his  possession. 
Though  the  cowards  and  rebels  perished  in  the  wilder- 
ness, the  men  of  faith  ate  of  the  grapes  of  Eschol. 


Report  of 
the  Spies 


By  Faith 
to  Conquest 


Deut.  12: 19;   10  :9, 


2Prov.  23 


'Num.  13:  31,  30. 


I50 


The   Bible   as   an    Educator 


One  Evil 
Cherished 


No  truth  does  the  Bible  set  forth  in  clearer  light 
than  the  peril  of  even  one  departure  from  the  right, 
— peril  both  to  the  wrong-doer  and  to  all  whom  his 
influence  shall  reach.  Example  has  wonderful  power; 
and  when  cast  on  the  side  of  the  evil  tendencies  of  our 
nature,  it  becomes  well-nigh  irresistible. 

The  stroncrest  bulwark  of  vice  in  our  world  is  not 
the  iniquitous  life  of  the  abandoned  sinner  or  the  de- 
graded outcast;  it  is  that  life  which  otherwise  appears 
virtuous,  honorable,  and  noble,  but  in  which  one  sin  is 
fostered,  one  vice  indulged.  To  the  soul  that  is  strug- 
gling in  secret  against  some  giant  temptation,  trembling 
upon  the  very  verge  of  the  precipice,  such  an  example 
is  one  of  the  most  powerful  enticements  to  sin.  He 
who,  endowed  with  high  conceptions  of  life  and  truth 
and  honor,  does  yet  wilfully  transgress  one  precept  oi 
God's  holy  law,  has  perverted  his  noble  gifts  into  a 
lure  to  sin.  Genius,  talent,  sympathy,  even  generous 
Decoys  of    ^ud  kindly  deeds,  may  thus  become  decoys  of  Satan  to 

the   Tempter  .  "^  .    .  -         , 

entice  souls  over  the  precipice  oi  ruin. 

This  is  why  God  has  given  so  many  examples 
showing  the  results  of  even  one  wrong  act.  From 
the  sad  story  of  that  one  sin  which  ** brought  death 
into  the  world,  and  all  our  woe,  with  loss  of  Eden,"  to 
the  record  of  him  who  for  thirty  pieces  of  silver  sold 
the  Lord  of  glory,  Bible  biography  abounds  in  these 
examples,  set  up  as  beacons  of  warning  at  the  byways 
leading  from  the  path  of  life. 


There  is  warning  also  in  noting  the  results  that  have 
followed  upon  even  once  yielding  to  human  weakness 
and  error,  the  fruit  of  the  letting  go  of  faith. 


Bible    Biographies 


151 


By  one  failure  of  his  faith,  EHjah  cut  short  his  hfe* 
work.  Heavy  was  the  burden  that  he  had  borne  in 
behalf  of  Israel;  faithful  had  been  his  warnings  against 
the  national  idolatry;  and  deep  was  his  solicitude  as 
during  three  years  and  a  half  of  famine  he  watched 
and  waited  for  some  token  of  repentance.  Alone  he 
stood  for  God  upon  Mount  Carmel.  Through  the 
power  of  faith,  idolatry  was  cast  down,  and  the  blessed 
rain  testified  to  the  showers  of  blessing  waiting  to  be 
poured  upon  Israel.  Then  in  his  weariness  and  weak- 
ness he  fled  before  the  threats  of  Jezebel,  and  alone  in 
the  desert  prayed  that  he  might  die.  His  faith  had 
fajled.  The  work  he  had  begun,  he  was  not  to  com- 
plete. God  bade  him  anoint  another  to  be  prophet  in 
his  stead. 

But  God  had  marked  the  heart-service  of  His-  serv- 
ant. Elijah  was  not  to  perish  in  discouragement  and 
solitude  in  the  wilderness.  Not  for  him  the  descent 
to  the  tomb,  but  the  ascent  with  God's  angels  to  the 
presence  of  His  glory. 

These  life-records  declare  what  every  human  being 
will  one  day  understand, — that  sin  can  bring  only  shame 
and  loss;  that  unbelief  means  failure;  but  that  God's 
mercy  reaches  to  the  deepest  depths;  that  faith  lifts  up 
the  repenting  soul  to  share  the  adoption  of  the  sons 
of  God. 


One  Failure 
of  Faith 


Loss 

t&   Elijah 


All  who  in  this  world  render  true  service  to  God 
or  man  receive  a  preparatory  training  in  the  school  of 
sorrow.  The  weightier  the  trust  and  the  higher  the 
service,  the  closer  is  the  test  and  the  more  severe  the 
discipline. 

Study  the  experiences  of  Joseph  and  of  Moses,  of 


Discipline 


152 


The   Bible   as   an    Educator 


David 


In  Training- 
for  the 
Throne 


Solomon 


Daniel  and  of  David.  Compare  the  early  history  of 
David  with  the  history  of  Solomon,  and  consider  the 
results. 

David  in  his  youth  was  intimately  associated  with 
Saul,  and  his  stay  at  court  and  his  connection  with  the 
king's  household  gave  him  an  insight  into  the  cares  and 
sorrows  and  perplexities  concealed  by  the  glitter  and 
pomp  of  royalty.  He  saw  of  how  little  worth  is  human 
glory  to  bring  peace  to  the  soul.  And  it  was  with  relief 
and  gladness  that  he  returned  from  the  king's  court  to 
the  sheepfolds  and  the  flocks. 

When  by  the  jealousy  of  Saul  driven  a  fugitive  into 
the  wilderness,  David,  cut  off  from  human  support, 
leaned  more  heavily  upon  God.  The  uncertainty  and 
unrest  of  the  wilderness  life,  its  unceasing  peril,  its 
necessity  for  frequent  flight,  the  character  of  the  men 
who  gathered  to  him  there, — "every  one  that  was  in 
distress,  and  every  one  that  was  in  debt,  and  every  one 
that  was  discontented,"^ — all  rendered  the  more  essen- 
tial a  stern  self-discipline.  These  experiences  aroused 
and  developed  power  to  deal  with  men,  sympathy  for 
the  oppressed,  and  hatred  of  injustice.  Through  years 
of  waiting  and  peril,  David  learned  to  find  in  God  his 
comfort,  his  support,  his  life.  He  learned  that  only 
by  God's  power  could  he  come  to  the  throne;  only  in 
His  wisdom  could  he  rule  wisely.  It  was  through  the 
training  in  the  school  of  hardship  and  sorrow  that 
David  was  able  to  make  the  record — though  afterward 
marred  with  his  great  sin — that  he  "executed  judgment 
and  justice  unto  all  his  people."''^ 

The  discipline  of  David's  early  experience  was  lack- 
ing in  that  of  Solomon.  In  circumstances,  in  character, 
and  in  life,  he  seemed  favored  above  all  others.     Noble 

1  I   Sam.   22  :  2.  ^2  Sam,  8  :  15. 


Bib le   B iog 7'ap h ies 


153 


in  youth,  noble  in  manhood,  the  beloved  of  his  God, 
Solomon  entered  on  a  reign  that  gave  high  promise  of 
prosperity  and  honor.  Nations  marveled  at  the  knowl- 
edge and  insight  of  the  man  to  whom  God  liad  given~ 
wisdom.  But  the  pride  of  prosperity  brought  separa- 
tion from  God.  From  the  joy  of  divine  communion 
Solomon  turned  to  find  satisfaction  in  the  pleasures  of 
sense.     Of  this  experience  he  says: — 

"I  made  me  great  works;  I  builded  me  houses;   I 
planted  me  vineyards ;  I  made  me  gardens  and  orchards ; 


I  got    me  servants    and    maidens; 


I 


gathered  me  also  silver  and  gold,  and  the  peculiar  treas- 
ure of  kings  and  of  the  provinces.  I  gat  me  men-singers 
and  women-singers,  and  the  delights  of  the  sons  of 
men,  as  musical  instruments,  and  that  of  all  sorts.  So  I 
was  great,  and  increased  more  than  all  that  were  before 
me  in  Jerusalem.  .  .  .  And  whatsoever  mine  eyes 
desired  I  kept  not  from  them,  I  withheld  not  my  heart 
from  any  joy;  for  my  heart  rejoiced  in  all  my  labor. 
.  .  .  Then  I  looked  on  all  the  works  that  my  hands 
had  wrought,  and  on  the  labor  that  I  had  labored  to 
do;  and,  behold,  all  was  vanity  and  vexation  of  spirit, 
and  there  was  no  profit  under  the  sun.  And  I  turned 
myself  to  behold  wisdom,  and  madness,  and  folly;  for 
what  can  the  man  do  that  cometh  after  the  king? 
even    that  which    hath    been    already  done." 

"I  hated  life.  .  .  .  Yea,  I  hated  all  my  labor 
which  I  had  taken  under  the  sun."^ 

By  his  own  bitter  experience,  Solomon  learned  the 
emptiness  of  a  life  that  seeks  in  earthly  things  its  highest 
good.  He  erected  altars  to  heathen  gods,  only  to  learn 
how  vain  is  their  promise  of  rest  to  the  soul. 

In  his  later  years,  turning  wearied  and  thirsting  from 

'Eccl.  2:4-12,  17,  18. 


The  Pride 
of  Prosperity 


Unsatisii  ?d 


154 


The    Bible   as   an    Educator 


The  Lnte 
Return 


earth's  broken  cisterns,  Solomon  returned  to  drink  at 
the  fountain  of  Hfe.  The  history  of  his  wasted  years, 
with  their  lessons  of  warning,  he  by  the  Spirit  of  inspira- 
tion recorded  for  after-generations.  And  thus,  although 
the  seed  of  his  sowing  was  reaped  by  his  people  in 
harvests  of  evil,  the  life-work  of  Solomon  was  not 
wholly  lost.  For  him  at  last  the  discipline  of  suffering 
accomplished  its  work. 

But  with  such  a  dawning,  how  glorious  might  have 
been  his  life's  day,  had  Solomon  in  his  youth  learned 
the  lesson  that  suffering  had  taught  in  other  lives! 


God's 
Witnesses 


Accusation 
from   Sntan 


For  those  who  love  God,  those  who  are  ''the  called 
according  to  his  purpose,"^  Bible  biography  has  a  yet 
higher  lesson  of  the  ministry  of  sorrow.  **Ye  are  My 
witnesses,  saith  the  Lord,  that  I  am  God,"'— witnesses 
that  He  is  good,  and  that  goodness  is  supreme.  "  We 
are  made  a  theater  unto  the  world,  both^  to  angels  and 
to  men."* 

Unselfishness,  the  principle  of  God's  kingdom,  is  the 
principle  that  Satan  hates ;  its  very  existence  he  denies. 
From  the  beginning  of  the  great  controversy  he  has 
endeavored  to  prove  God's  principles  of  action  to  be 
selfish,  and  he  deals  in  the  same  way  with  all  who  serve 
God.  To  disprove  Satan's  claim  is  the  work  of  Christ 
and  of  all  who  bear  His  name. 

It  was  to  give  in  His  own  life  an  illustration  of 
unselfishness  that  Jesus  came  in  the  form  of  humanity. 
And  all  who  accept  this  principle  are  to  be  workers 
together  with  Him  in  demonstrating  it  in  practical  life. 
To  choose  the  right  because  it  is  right;  to  stand  for 
truth  at  the  cost  of  suffering  and  sacrifice, — "this  is  the 

I  Rom.  8:28.  2isa.  42:12.  3R_  y.,  margin.  ■•  i  Cor.  4  :  9,  margin. 


Bible    Biographies 


155 


heritage  of  the  servants  of  the  Lord,  and  their  righteous- 
ness is  of  Me,  saith  the  Lord."^ 

Very  early  in  the  history  of  the  world  is  given  the 
life-record  of  one  over  whom  this  controversy  of  Satan's 
was  waged. 

Of  Job,  the  patriarch  of  Uz,  the  testimony  of  the 
Searcher  of  hearts  was,  "  There  is  none  like  him  in  the 
earth,  a  perfect  and  an  upright  man,  one  that  feareth 
God,  and  escheweth  evil." 

Against  this  man,  Satan  brought  scornful  charge: 
**  Doth  Job  fear  God  for  naught?  Hast  Thou  not  made 
a  hedge  about  him,  and  about  his  house,  and  about  all 
that  he  hath  on  every  side?  .  .  .  Put  forth  Thine 
hand  now,  and  touch  all  that  he  hath;"  ''touch  his 
bone  and  his  flesh,  and  he  will  cunse  Thee  to  Thy  face." 

The  Lord  said  unto  Satan,  *'A11  that  he  hath  is  in 
thy  power."  ''Behold,  he  is  in  thine  hand;  but  save 
his  life." 

Thus  permitted,  Satan  swept  away  all  that  Job  pos- 
sessed,— flocks  and  herds,  men-servants,  and  maidens, 
sons  and  daughters;  and  he  "smote  Job  with  sore  boils 
from  the  sole  of  his  foot  unto  his  crown."" 

Still  another  element  of  bitterness  was  added  to  his 
cup.  His  friends,  seeing  in  adversity. but  the  retribution 
of  sin,  pressed  on  his  bruised  and  burdened  spirit  their 
accusations  of  wrong-doing. 

Seemingly  forsaken  of  heaven  and  earth,  yet  holding 
fast  his  faith  in  God  and  his  consciousness  of  integrity, 
in  anguish  and  perplexity  he  cried: — 

"My  soul  is  weary  of  my  life.'* 

"  O  that  Thou  wouldst  hide  me  in  the  grave, 
That  Thou  wouldst  keep  me  secret,  until  Thy  wrath  be  past, 
That  Thou  wouldst  appoint  me  a  set  time,  and  remember 


The   Testing 
of  Job 


Misconception 
of  Adversity 


me 


Isa.  54:17. 


2  Job  1:8-12;   2:5-7. 


'Job  10: 1 ;    14  :  13. 


156 


The    Bible   as   an    Ediicator 


"  Behold,  I  cry  out  of  wrong,  but  I  am  not  heard; 

I  cry  for  help,  but  there  is  no  judgment.     .     .     . 
Hath  God  He  hath  stripped  me  of  my  glory, 

Forsaken?  And  taken  the  crown  from  my  head.     ... 

My  kinsfolk  have  failed. 

And  my  familiar  friends  have  forgotten  me.     .     .     . 

They  whom  I  loved  are  turned  against  me.     .     .     . 

Have  pity  upon  me,  have  pity  upon  me,  O  ye  my  friends; 

For  the  hand  of  God  hath  touched  me !  " 

"  O  that  I  knew  where  I  might  find  Him, 
That  I  might  come  even  to  His  seat !     .     .     . 
Behold,  I  go  forward,  but  He  is  not  there; 
And  backward,  but  I  can  not  perceive  Him ; 
On  the  left  hand,  where  He  doth  work,  but  I  can  not 
behold  Him ; 
Faith's  He  hideth  Himself  on  the  right  hand,  that  I  can  not  see 

Assurance  Him ' 

But  He  knoweth  the  way  that  I  take; 
When  He  hath  tried  me,  I  shall  come  forth  as  gold." 
"Though  He  slay  me,  yet  will  I  trust  in  Him." 

"I  know  that  my  Redeemer  liveth. 
And  that  He  shall  stand  up  at  the  last  upon  the  earth  ; 
And  after  my  skin  hath  been  destroyed,  this  shall  be, 
Even  from  my  flesh  shall  I  see  God  ; 
Whom  I  shall  see  for  myself. 
And  mine  eyes  shall  behold,  and  not  as  a  stranger."^ 

According  to  his  faith,  so  was  it  unto  Job.  **When 
He  hath  tried  me,"  he  said,  "I  shall  come  forth  as 
"^^uiHo^ob"  g^^^'"*  S^  ^^  came  to  pass.  By  his  patient  endurance 
he  vindicated  his  own  character,  and  thus  the  character 
of  Him  whose  representative  he  was.  And  "the  Lord 
turned  the  captivity  of  Job;  .  .  .  also  the  Lord 
gave  Job  twice  as  much  as  he  had  before.  .  .  . 
So  the  Lord  blessed  the  latter  end  of  Job  more  than 
his  beginning."^ 


On  the  record  of  those  who  through  self-abnegation 
have  entered  into  the  fellowship  of  Christ's  sufferings, 

ijob  19:7-21,  R.  v.;  23:3-6,  R.  v.;   23:6-10;    13:15;    19  :  25-27,  R.  V.,  margin. 
2  Job  23:10.  3  Job  42:10-12. 


Bible    Biographies 


157 


stand — one  in  the  Old  Testament  and  one  in  the  New — 
the  names  of  Jonathan  and  of  John  the  Baptist. 

Jonathan,  by  birth  heir  to  the  throne,  yet  knowing 
himself  set  aside  by  the  divine  decree;  to  his  rival  the 
most  tender  and  faithful  of  friends,  shielding  David's 
life  at  the  peril  of  his  own;  steadfast  at  his  father's  side 
through  the  dark  days  of  his  declining  power,  and  at 
his  side  falling  at  the  last, — the  name  of  Jonathan  is 
treasured  in  heaven,  and  it  stands  on  earth  a  witness 
to  the  existence  and  the  power  of  unselfish  love. 

John  the  Baptist,  at  his  appearance  as  the  Messiah's 
herald,  stirred  the  nation.  From  place  to  place  his  steps 
were  followed  by  vast  throngs  of  people  of  every  rank 
and  station.  But  when  the  One  came  to  whom  he  had 
borne  witness,  all  was  changed.  The  crowds  followed 
Jesus,  and  John's  work  seemed  fast  closing.  Yet  there 
was  no  wavering  of  his  faith.  *'He  must  increase,"  he 
said,  "but  I  must  decrease."^ 

Time  passed,  and  the  kingdom  which  John  had 
confidently  expected  was  not  established.  In  Herod's 
dungeon,  cut  off  from  the  life-giving  air  and  the  desert 
freedom,  he  waited  and  watched. 

There  was  no  display  of  arms,  no  rending  of  prison 
doors;  but  the  healing  of  the  sick,  the  preaching  of  the 
gospel,  the  uplifting  of  men's  souls,  testified  to  Christ's 
mission. 

Alone  in  the  dungeon,  seeing  whither  his  path,  like 
his  Master's,  tended,  John  accepted  the  trust, — fellow- 
ship with  Christ  in  sacrifice.  Heaven's  messengers 
attended  him  to  the  grave.  The  intelligences  of  the 
universe,  fallen  and  unfallen,  witnessed  his  vindication 
of  unselfish  service. 

And  in  all  the  generations  that   have   passed   since 

J  Joliii  3  :  30. 


A   Faithful 
Frienxi 


The 

Unwavering 

Witness 


Fellowship 
in   Sacrifice 


158  •    The   Bible  as   an   Educator 

then,  suffering  souls  have  been  sustained  by  the  testi- 
mony of  John's  life.  In  the  dungeon,  on  the  scaffold, 
in  the  flames,  men  and  women  through  centuries  of 
a  Greater''  darkness  have  been  strengthened  by  the  memory  of 
him  of  whom  Christ  declared,  "Among  them  that  are 
born  of  women  there  hath  not  risen  a  greater."^ 


''There  Hath 
Not  Risen 


''And  what  shall  I  more  say?  for  the  time  would  fail 
me  to  tell  of  Gideon,  and  of  Barak,  and  of  Samson,  and 
of  Jephthah,  .  .  .  and  Samuel,  and  of  the  prophets; 
who  through  faith  subdued  kingdoms,  wrought  right- 
eousness, obtained  promises,  stopped  the  mouths  of 
lions,  quenched  the  violence  of  fire,  escaped  the  edge 
of  the  sword,  out  of  weakness  were  made  strong,  waxed 
valiant  in  fight,  turned  to  flight  the  armies  of  the  aliens. 
*' Women  received  their  dead  raised  to  life  again; 
'Through     ^^^^   others   were   tortured,    not    acceptinci:    deliverance; 

Faith"  1         fe 

that  they  might  obtain  a  better  resurrection ;  and  others 
had  trial  of  cruel  mockings  and  scourgings,  yea,  more- 
over of  bonds  and  imprisonment;  they  were  stoned, 
they  were  sawn  asunder,  were  tempted,  were  slain  with 
the  sword;  they  wandered  about  in  sheepskins  and  goat- 
skins; being  destitute,  afflicted,  tormented  (of  whom  the 
world  was  not  worthy);  they  \yandered  in  deserts,  and 
in  mountains,  and  in  dens  and  caves  pf  the  earth. 

*'And  these  all,  having  obtained  a  good  report 
through  faith,  received  not  the  promise;  God  having 
provided  some  better  thing  for  us,  that  they  without 
us  should  not  be  made  perfect.'" 

1  Matt.  II :  II.  ^  Heb.  11  :  32-40. 


Poetry   and  Song 


'thy  statutes  have  been 
my  songs  in  the  house  ok  my 
pilgrimage" 


^/  ^HE  earliest  as  well  as  the  most  sublime  of  poetic 
-*-  utterances  known  to  man  are  found  in  the  Scrip- 
tures. Before  the  oldest  of  the  world's  poets  had  sung, 
the  shepherd  of  Midian  recorded  those  words  of  God  to 
Job, — in  their  majesty  unequaled,  unapproached,  by  the 
loftiest  productions  of  human  (genius: — 

"Where  wast  thou  when  I  laid  the  foundations  of  the  earth  ? 
Or  who  shut  up  the  sea  with  doors, 
When  it  brake  forth;    .    .     . 
When  I  made  the  cloud  the  garment  thereof, 
And  thick  darkness  a  swaddhng-band  for  it, 
And  prescribed  for  it  My  decree, 
And  set  bars  and  doors, 

And  said.  Hitherto  shalt  thou  come,  but  no  further; 
And  here  shall  thy  proud  waves  be  stayed? 

"  Hast  thou  commanded  the  morning  since  thy  days  began, 
And  caused  the  dayspring  to  know  its  place?    .    .    . 

"  Hast  thou  entered  into  the  springs  of  the  sea? 
Or  hast  thou  walked  in  the  recesses  of  the  deep? 
Have  the  gates  of  death  been  revealed  unto  thee  ? 
Or  hast  thou  seen  the  gates  of  the  shadow  of  death? 
Hast  thou  comprehended  the  breadth  of  the  earth  ? 
Declare,  if  thou  knowest  it  all. 

"Where  is  the  way  to  the  dwelling  of  light. 
And  as  for  darkness,  where  is  the  place  thereof  ?    .    .    . 

(159) 


Foetry  of 
the  Bible 


The  Earliest 
Poem 


i6o  The   Bible   as   an    Educator 

"  Hast  thou  entered  the  treasuries  of  the  snow, 
Or  hast  thou  seen  the  treasuries  of  the  hail  ?    .    .    . 
By  what  way  is  the  light  parted, 
Or  the  east  wind  scattered  upon  the  earth  ? 
Who  hath  cleft  a  channel  for  the  water-flood, 
Or  a  way  for  the  lightning  of  the  thunder ; 
To  cause  it  to  rain  on  a  land  where  no  man  is ; 
On  the  wilderness,  wherein  there  is  no  man  ; 
To  satisfy  the  waste  and  desolate  ground  ; 
And  to  cause  the  tender  grass  to  spring  forth  ?" 

"  Canst  thou  bind  the  sweet  influences  of  Pleiades, 
Or  loose  the  bands  of  Orion? 
Canst  thou  bring  forth  Mazzaroth  in  his  season? 
Or  canst  thou  guide  Arcturus  with  his  sons?"  ^ 

rrom  "Song-  YoT  bcauty  of  expression  read  also  the  description 

of  Song-s"  ,  .  ,, 

of  spnng-time,  from  the  "Song  of  bongs    : — 

"  Lo,  the  winter  is  past, 
The  rain  is  over  and  gone  ; 
The  flowers  appear  on  the  earth  ; 
The  time  of  the  singing  of  birds  is  come, 
And  the  voice  of  the  turtle  is  heard  in  our  land ; 
The  fig-tree  ripeneth  her  green  figs, 
And  the  vines  are  in  blossom. 
They  give  forth  their  fragrance. 
Arise,  my  love,  my  fair  one,  and  come  away."  ^ 

And    not  inferior  in  beauty   is   Balaam's    unwilling 
prophecy  of  blessing  to  Israel: — 

"From  Aram  hath  Balak  brought  me, 
The  king  of  Moab  from  the  mountains  of  the  East ; 
Come,  curse  me  Jacob, 
An  Ancient  And  come,  defy  Israel. 

Prophecy  j^^^  ^^^^  j  curse,  whom  God  hath  not  cursed? 

And  how  shall  I  defy,  whom  the  Lord  hath  not  defied? 

For  from  the  top  of  the  rocks  I  see  him, 

And  from  the  hills  I  behold  him; 

Lo,  it  is  a  people  that  dwell  alone. 

And  shall  not  be  reckoned  among  the  nations.     .     .     . 

ijob  38 :  4-27.  R.  V. ;  38  :  31.  32-  2CaMt.  2  :  11-13,  R-  V. 


Poetry   and   So7ig  i6i 

'  Behold,  I  have  received  commandment  to  bless; 
And  He  hath  blessed,  and  I  can  not  reverse  it. 
He  hath  not  beheld  iniquity  in  Jacob, 
Neither  hath  He  seen  perverseness  in  Israel ; 
The  Lord  his  God  is  with  him. 
And  the  shout  of  a  King  is  among  them.     .     .     . 
Surely  there  is  no  enchantment  against^  Jacob, 
Neither  is  there  any  divination  against^  Israel; 
Now  shall  it  be  said  of  Jacob  and  of  Israel, 
What  hath  God  wrought !  " 

'  He  saith,  which  heareth  the  words  of  God, 
Which  seeth  the  vision  of  the  Almighty :     .     .     . 
How  goodly  are  thy  tents,  O  Jacob, 
Thy  tabernacles,  O  Israel ! 
As  valleys  are  they  spread  forth. 
As  gardens  by  the  riverside, 
As  hgn-aloes  which  the  Lord  hath  planted, 
As  cedar-trees  beside  the  waters." 

He  hath  said,  which  heard  the  words  of  God, 

And  knew  the  knowledge  of  the  Most  High :     .     .     . 

I  shall  see  Him,  but  not  now  ; 

I  shall  behold  Him,  but  not  nigh  ; 

There  shall  come  a  Star  out  of  Jacob, 

And  a  Scepter  shall  rise  out  of  Israel.     .     .     . 

Out  of  Jacob  shall  come  He  that  shall  have  dominion." ^ 


'The   Vision 
of  the 
Almighty  '* 


The  melody  of  praise  is  the  atmosphere  of  heaven ; 
and  when  heaven  comes  in  touch  with  the  earth,  there 
is  music  and  song, — "thanksgiving,  and  the  voice  of 
melody. "^ 

Above  the  new-created  earth,  as  it  lay,  fair  and 
unblemished,  under  the  smile  of  God,  ''the  morning 
stars  sang  together,  and  all  the  sons  of  God  shouted 
for  joy."*  So  human  hearts,  in  sympathy  with  heaven, 
have  responded  to  God's  goodness  in  notes  of  praise. 
Many  of  the  events  of  human  history  have  been  linked 
with  song. 


Sacred  Song 


*  Margin. 

3  1sa.  51:3. 


2  Num.  23  :  7-2^,  R.  v.;  24:4-6,  R.V.;  24:16-19. 
"Job  38:7. 


i62  The    Bible   as   an    Educator 

The  earliest  song  recorded  in  the  Bible  from  the  lips 
of  men  was  that  glorioCfs  outburst  of  thanksgiving  by  the 
hosts  of  Israel  at  the  Red  Sea: — 

"  I  will  sing  unto  the  Lord,  for  He  hath  triumphed  gloriously; 
The  horse  and  his  rider  hath  He  thrown  into  the  sea. 
At  the  The  Lord  is  my  strength  and  song, 

Red  Sea  p^^^  j^g  jg  become  my  salvation ; 

This  is  my  God,  and  I  will  praise  Him; 
My  father's  God,  and  I  will  exalt  Him." 

"Thy  right  hand,  O  Lord,  is  glorious  in  power. 
Thy  right  hand,  O  Lord,  dasheth  in  pieces  the  enemy. 
Who  is  like  unto  Thee,  O  Lord,  among  the  gods  ? 
Who  is  like  Thee,  glorious  in  holiness, 
Fearful  in  praises,  doing  wonders?" 

'  The  Lord  shall  reign  forever  and  ever.     .     .     . 
Sing  ye  to  Jehovah,  for  He  hath  triumphed  gloriously."  * 


Great  have  been  the  blessings  received  by  men  in 
response  to  songs  of  praise.  The  few  words  recounting 
an  experience  of  the  wilderness  journey  of  Israel  have  a 
lesson  worthy  of  our  thought: — 

"They  went  to  Beer;  that  is  the  well  whereof  the 

Unsealed  by     Lord    Spake    unto  Moses,   Gather  the  people  together, 

and  I  will  give  them  water."  ^     "Then  sang  Israel  this 

song: — 

"Spring  up,  O  well;  sing  ye  unto  it: 
The  well  which  the  princes  digged. 
Which  the  nobles  of  the  people  delved, 
With  the  scepter,  and  with  their  staves."  ^ 

How  often  in  spiritual  experience  is  this  history 
repeated!  how  often  by  words  of  holy  song  are  unsealed 
in  the  soul  the  springs  of  penitence  and  faith,  of  hope 
and  love  and  joy! 

*  Ex.  15:1,  2,  6-11,  18-21,  R.  V.        2  Num.  21  :  16. 
3  Num.  21  :  1,7,  18,  R.  V. 


Po etry   a7id  So  7ig 


163 


— WrHi  Praise 


It  was  with  songs  of  praise  that  the  armies  of  Israel 
-went  forth  to  the  great  dehverance  under  Jehoshaphat. 
To  Jehoshaphat  had  come  the  tidings  of  threatened  war. 
"There  cometh  a  great  multitude  against  thee,"  was  the 
message,  "the  children  of  Moab,  and  the  children  of 
Ammon,  and  with  them  other  beside."  "And  Jehosha- 
phat feared,  and  set  himself  to  seek  the  Lord,  and 
proclaimed  a  fast  throughout  all  Judah.  And  Judah 
gathered  themselves  together,  to  ask  help  of  the  Lord; 
even  out  of  all  the  cities  of  Judah  they  came  to  seek  the 
Lord."  And  Jehoshaphat,  standing  in  the  temple-court 
before  his  people,  poured  out  his  soul  in  prayer,  plead- 
ing God's  promise,  with  confession  of  Israel's  helpless- 
ness. "We  have  no  might  against  this  great  company 
that  cometh  against  us,"  he  said;  "neither  know  we 
what  to  do;   but  our  eyes  are  upon  Thee."* 

Then  upon  Jahaziel  a  Levite  "came  the  Spirit  of  the 
Lord;  .  .  .  and  he  said,  Harken  ye,  all  Judah, 
and  ye  inhabitants  of  Jerusalem,  and  thou  king  Jehosha- 
phat, Thus  saith  the  Lord  unto  you.  Be  not  afraid  nor 
dismayed  by  reason  of  this  great  multitude;  for  the 
battle  is  not  yours,  but  God's.  ...  Ye  shall  not 
need  to  fight  in  this  battle;  set  yourselves,  stand  ye  still, 
and  see  the  salvation  of  the  Lord.  .  .  .  Fear  not, 
nor  be  dismayed;  to-morrow  go  out  against  them;  for 
the   Lord  will  be  with    you."^ 

"And  they  rose  early  in  the  morning,  and  went  forth      victory 
into  the  wilderness  of  Tekoa."^     Before  the  army  went 
singers,   lifting  their  voices  in  praise  to  God, — praising 
Him  for  the  victory  promised. 

On  the  fourth  day  thereafter,  the  army  returned  to 
Jerusalem,  laden  with  the  spoil  of  their  enemies,  singing 
praise  for  the  victory  won. 


The 

Battle  Is  • 
Not   Yours 


1  2  Chron.  20  :  2,  i,  3,  4,  12. 


'^  2  Chron.  20  :  14-17. 


2  Chron.  20:  20. 


164 


The    Bible   as   an    Educator 


The 

Shepherd 

Psalm 


"In  the 
Shadow  of 
Thy   Wing^s  ' 


Through  song,  David,  amidst  the  vicissitudes  of 
his  changeful  life,  held  communion  with  heaven.  How 
sweetly  are  his  experiences  as  a  shepherd  lad  reflected 
in  the  words  : — 

"The  Lord  is  my  shepherd;  I  shall  not  want. 
He  maketh  me  to  He  down  in  green  pastures ; 
He  leadeth  me  beside  the  still  waters.     .     .     . 
Though  I  walk  through  the  valley  of  the  shadow  of  death, 
I  will  fear  no  evil ;  for  Thou  art  with  me  ; 
Thy  rod  and  Thy  staff  they  comfort  me."  ^ 

In  his  manhood  a  hunted  fugitive,  finding  refuge  in 
the  rocks  and  caves  of  the  wilderness,  he  wrote: — 

**0  God,  Thou  art  my  God  ;  early  will  I  seek  Thee; 
My  soul  thirsteth  for  Thee ;  my  flesh  longeth  for  Thee, 
In  a  dry  and  weary  land,  where  no  water  is.     .     .     . 
Thou  hast  been  my  help, 
And  in  the  shadow  of  Thy  wings  will  I  rejoice." 

"Why  art  thou  cast  down.  O  my  soul? 
And  why  art  thou  disquieted  within  me  ? 

Hope  thou  in  God  ; 
For  I  shall  yet  praise  Him, 
Who  is  the  health  of  my  countenance, 

And  my  God." 

*'The  Lord  is  my  light  and  my  salvation ; 
Whom  shall  I  fear? 
The  Lord  is  the  strength  of  my  life ; 
Of  whom  shall  I  be  afraid  ? "  ^ 


The  same  trust  is  breathed  in  the  words  written 
when,  a  dethroned  and  crownless  king,  David  fled  from 
Jerusalem  at  the  rebellion  of  Absalom.  Spent  with 
grief  and  the  weariness  of  his  flight,  he  with  his  com- 
pany had  tarried  beside  the  Jordan  for  a  few  hours' 
rest.  He  was  awakened  by  the  summons  to  immediate 
flight.      In  the  darkness,  the  passage  of  the  deep  and 


I  Ps.  23  :  1-4. 


2Ps.  63:1-7,  R.  v.;  42:11;   27:1. 


Poetry   and   Song 


165 


swift-flowing  stream  must  be  made  by  that  whole  com- 
pany of  men,  women,  and  little  children;  for  hard  after 
them  were  the  forces  of  the  traitor-son. 

In  that  hour  of  darkest  trial,  David  sang: — 

"  I  cried  unto  the  Lord  with  my  voice, 
And  He  heard  me  out  of  His  holy  hill. 

"I  laid  me  down  and  slept; 

I  awaked  ;  for  the  Lord  sustained  me. 
I  will  not  be  afraid  of  ten  thousands  of  people, 

That  have  set  themselves  against  me  round  about."  ^ 

After  his  great  sin,  in  the  anguish  of  remorse  and 
self-abhorrence  he  still  turned  to  God  as  his  best  friend: 


Songs  in 
the  Night 


"Have  mercy  upon   me,  according  to  Thy  loving-kindness; 
According  unto  the  multitude  of  Thy  tender  mercies 
blot  out  my  transgressions.     .     .     . 
Purge  me  with  hyssop,  and  I  shall  be  clean ; 

Wash  me,  and  I  shall  be  whiter  than  snow."^ 

In  his  long  life,  David  found  on  earth  no  resting- 
place.  "We  are  strangers  before  Thee,  and  sojourners," 
he  said,  **as  all  our  fathers  were;  our  days  on  the  earth 
are  as  a  shadow,  and  there  is  no  abiding."^ 

"  God  is  our  refuge  and  strength, 

A  very  present  help  in  trouble. 
Therefore  will  not  we  fear,  though  the  earth  be  removed, 
And  though  the  mountains  be  carried  into  the  midst  of 
the  sea." 

' '  There  is  a  river,  the  streams  whereof  make  glad  the  city  of 
God, 
The  holy  place  of  the  tabernacles  of  the  Most  High. 
God  is  in  the  midst  of  her;  she  shall  not  be  moved: 

God  shall  help  her,  at  the  dawn  of  morning.     .     .     . 
The  Lord  of  hosts  is  with  us; 
The  God  of  Jacob  is  our  refuge. ' ' 

"This  God  is  our  God  forever  and  ever ; 
He  will  be  our  guide  even  unto  death."  * 


Yearnings 
for  Home 


Ps.  3:4-8.  2  Ps.  51:1-7. 

■•Ps.  46: 1,2  ;  46  :4-7,  R. 


^  I  Chron.  29  :  15,  R.  V 
margin  ;  48 :  14. 


i66  The    Bible    as   an    Educator 

With  a  song,  Jesus  in  His  earthly  Hfe  met  tempta- 
tion. Often  when  sharp,  stinging  words  were  spoken, 
often  when  the  atmosphere  about  Him  was  heavy  with 
gloom,  with  dissatisfaction,  distrust,  or  oppressive  fear, 
was  heard  His  song  of  faith  and  holy  cheer. 
^^^  On  that  last  sad  night  of  the  Passover  supper,   as 

Saviour's  °  i         i       tt- 

song^     He  was  about  to  go  forth  to  betrayal  and  to  death,  His 
voice  was  lifted  in  the  psalm: — 

"  Blessed  be  the  name  of  the  Lord 
From  this  time  forth  and  forevermore. 
From  the  rising  of  the  sun  until  the  going  down  of  the 

same 
The  Lord's  name  is  to  be  praised." 

*'  I  love  the  Lord,  because  He  hath  heard  my  voice  and  my 
supplications. 
Because  He  hath  inclined  His  ear  unto  me, 
Therefore  will  I  call  upon  Him  as  long  as  I  live. 

"  The  sorrows  of  death  compassed  me, 
And  the  pains  of  hell  gat  hold  upon  me; 

I  found  trouble  and  sorrow. 
Then  called  I  upon  the  name  of  the  Lord : 

0  Lord,  I  beseech  Thee,  deliver  my  soul. 
Gracious  is  the  Lord,  and  righteous; 

Yea,  our  God  is  merciful. 

"  The  Lord  preserveth  the  simple ; 

1  was  brought  low,  and  He  helped  me. 
Return  unto  thy  rest,  O  my  soul ; 

For  the  Lord  hath  dealt  bountifully  with  thee. 
For  Thou   hast   delivered    my  soul   from  death,  mine  eyes 
from  tears,  and  my  feet  from  falling."  ^ 


in^  the  Amidst  the  deepening  shadows  of  earth's  last  great 

crisis,  God's  light  will  shine  brightest,  and  the  song  of 
hope  and  trust  will  be  heard  in  clearest  and  loftiest 
strains. 

ips.  113:2, 3;  116:  T-a. 


Poetry   and   Song  167 

In  that  day  shall  this  song  be  sung  in  the  land  of  Judah  : 

We  have  a  strong  city ; 

Salvation  will  God  appoint  for  walls  and  bulwarks. 

Open  ye  the  gates, 

That  the  righteous  nation  which   keepeth  the  truth    may 

enter  in. 
Thou  wilt  keep  him  in  perfect  peace 

Whose  mind  is  stayed  on  Thee ;  because  he  trusteth  in  Thee. 
Trust  ye  in  the  Lord  forever ; 
For  in  the  Lord  Jehovah  is  everlasting  strength."^ 


**The  ransomed  of  the  Lord  shall  return,  and  come    "^'^^ 

Singing  unto 

with  singing  unto  Zion;    and   everlasting  joy   shall   be     zion" 
upon  their  heads;   they  shall  obtain  gladness  and  joy, 
and  sorrow  and  sighing  shall  flee  away.'"' 

"They  shall  come  and  sing  in  the  height  of  Zion, 
and  shall  flow  together  to  the  goodness  of  the  Lord; 
.     .     and  their  soul  shall  be  as  a  watered  garden; 
and  they  shall  not  sorrow  any  more  at  all."^ 


The  history  of  the  songs  of  the  Bible  is  full  of 
suggestion  as  to  the  uses  and  benefits  of  music  and 
song.  Music  is  often  perverted  to  serve  purposes  of 
evil,  and  it  thus  becomes  one  of  the  most  alluring 
agencies  of  temptation.  But,  rightly  employed,  it  is  a 
precious  gift  of  God,  designed  to  uplift  the  thoughts  to 
high  and  noble  themes,  to  inspire  and  elevate  the  soul. 

As  the  children  of  Israel,  journeying  through  the  Power 
wilderness,  cheered  their  way  by  the  music  of  sacred 
song,  so  God  bids  His  children  to-day  gladden  their 
pilgrim  life.  There  are  few  means  more  effective  for 
fixing  His  words  in  the  memory  than  repeating  them 
in  song.     And  such  song  has  wonderful  power.      It  has 

1  Isa.  26:  1-4.  2isa.  35  :  lo,  R.  V.  sjer.  31  :  12, 


68 


The    Bible  as 


Educator 


A  Means  of 
Education 


The  Angels' 
Song 


power  to  subdue  rude  and  uncultivated  natures;  power 
to  quicken  thought  and  to  awaken  sympathy,  to  pro- 
mote harmony  of  action,  and  to  banish  the  gloom  and 
foreboding  that  destroy  courage  and  weaken  effort. 

It  is  one  of  the  most  effective  means  of  impressing 
the  heart  with  spiritual  truth.  How  often  to  the  soul 
hard-pressed  and  ready  to  despair,  memory  recalls  some 
word  of  God's, — the  long-forgotten  burden  of  a  child- 
hood song, — and  temptations  lose  their  power,  life  takes 
on  new  meaning  and  new  purpose,  and  courage  and 
gladness  are  imparted  to  other  souls! 

The  value  of  song  as  a  means  of  education  should 
never  be  lost  sight  of  Let  there  be  singing  in  the 
home,  of  songs  that  are  sweet  and  pure,  and  there  will 
be  fewer  words  of  censure,  and  more  of  cheerfulness  and 
hope  and  joy.  Let  there  be  singing  in  the  school,  and 
the  pupils  will  be  drawn  closer  to  God,  to  their  teachers, 
and  to  one  another. 

As  a  part  of  religious  service,  singing  is  as  much  an 
act  of  worship  as  is  prayer.  Indeed,  many  a  song  is 
prayer.  If  the  child  is  taught  to  realize  this,  he  will 
think  more  of  the  meaning  of  the  words  he  sings,  and 
will  be  more  susceptible  to  their  power. 

As  our  Redeemer  leads  us  to  the  threshold  of  the 
Infinite,  flushed  with  the  glory  of  God,  we  may  catch 
the  themes  of  praise  and  thanksgiving  from  the  heavenly 
choir  round  about  the  throne;  and  as  the  echo  of  the 
angels'  song  is  awakened  in  our  earthly  homes,  hearts 
will  be  drawn  closer  to  the  heavenly  singers.  Heaven's 
communion  begins  on  earth.  We  learn  here  the  key- 
note of  its  praise. 


Mysteries   of  the   Bible 


"canst    thou    by    search INI 
FIND    OUT    GOD?" 


1\T0  finite  mind  can  fully  comprehend  the-character 
■^  ^  or  the  works  of  the  Infinite  One.  We  can  not  by 
searching  find  out  God.  To  minds  the  strongest  and 
most  highly  cultured,  as  well  as  to  the  weakest  and 
most  ignorant,  that  holy  Being  must  remain  clothed  in 
mystery.  But  though  ** clouds  and  darkness  are  round 
about  Him,  righteousness  and  judgment  are  the  founda- 
tion of  His  throne."^  We  can  so  far  comprehend  His 
dealing  with  us  as  to  discern  boundless  mercy  united 
to  infinite  power.  We  can  understand  as  much  of  His 
purposes  as  we  are  capable  of  comprehending;  beyond 
this  we  may  still  trust  the  hand  that  is  omnipotent,  the 
heart  that  is  full  of  love. 

The  word  of  God,  like  the  character  of  its  Author, 
presents  mysteries  that  can  never  be  fully  comprehended 
by  finite  beings.  But  God  has  given  in  the  Scriptures 
sufficient  evidence  of  their  divine  authority.  His  own 
existence,  His  character,  the  truthfulness  of  His  word, 
are  established  by  testimony  that  appeals  to  our  reason ; 
and  this  testimony  is  abundant.  True,  He  has  not 
removed  the  possibility  of  doubt;  faith  must  rest  upon 
evidence,  not  demonstration;  those  who  wish  to  doubt 
have  opportunity;  but  those  who  desire  to  know  the 
truth  find  ample  ground  for  faith. 

1  Ps.  97  :  2,  R.  V.  •  (169) 


"Canst  Thou 
Find  Out 
God?'' 


Ground  for 
Trust 


70 


The   Bible 


Educator 


Mysteries 

Evidence  of 

Divinity 


Simplicity 

and 

Adaptation 


We  have  no  reason  to  doubt  God's  word  because 
we  can  not  understand  the  mysteries  of  His  providence. 
In  the  natural  world  we  are  constantly  surrounded  with 
wonders  beyond  our  comprehension.  Should  we  then 
be  surprised  to  find  in  the  spiritual  world  also  mysteries 
that  we  can  not  fathom?  The  difficulty  lies  solely  in 
the  weakness  and  narrowness  of  the  human  mind. 

The  mysteries  of  the  Bible,  so  far  from  being  an 
argument  against  it,  are  among  the  strongest  evidences 
of  its  divine  inspiration.  If  it  contained  no  account  of 
God  but  that  which  we  could  comprehend;  if  His 
greatness  and  majesty  could  be  grasped  by  finite  minds, 
then  the  Bible  would  not,  as  now,  bear  the  unmistak- 
able evidences  of  divinity.  The  greatness  of  its  themes 
should  inspire  faith  in  it  as  the  word  of  God. 

The  Bible  unfolds  truth  with  a  simplicity  and  an 
adaptation  to  the  needs  and  longings  of  the  human 
heart  that  has  astonished  and  charmed  the  most  highly 
cultivated  minds,  while  to  the  humble  and  uncultured 
also  it  makes  plain  the  way  of  life.  "The  wayfaring 
men,  though  fools,  shall  not  err  therein."^  No  child 
need  mistake  the  path.  Not  one  trembling  seeker  need 
fail  of  walking  in  pure  and  holy  light.  Yet  the  most 
simply  stated  truths  lay  hold  upon  themes  elevated, 
far-reaching,  infinitely  beyond  the  power  of  human  com- 
prehension,— mysteries  that  are  the  hiding  of  His  glory, 
— mysteries  that  overpower  the  mind  in  its  research, 
while  they  inspire  the  sincere  seeker  for  truth  with 
reverence  and  faith.  The  more  we  search  the  Bible, 
the  deeper  is  our  conviction  that  it  is  the  word  of  the 
living  God,  and  human  reason  bows  before  the  majesty 
of  divine  revelation. 

God  intends  that  to  the  earnest  seeker  the  truths  of 


I  Isa.  35  :  8. 


Mysteries   of  the    Bible 


171 


His  word  shall  be  ever  unfolding.  While  "the  secret 
things  belong  unto  the  Lord  our  God,"  ''those  things 
which  are  revealed  belong  unto  us  and  to  our  chil- 
dren."^ The  idea  that  certain  portions  of  the  Bible  can 
not  be  understood  has  led  to  neglect  of  some  of  its 
most  important  truths.  The  fact  needs  to  be  empha- 
sized, and  often  repeated,  that  the  mysteries  of  the  Bible 
are  not  such  because  God  has  sought  to  conceal  truth, 
but  because  our  own  weakness  or  ignorance  makes  us 
incapable  of  comprehending  or  appropriating  truth.  The 
limitation  is  not  in  His  purpose,  but  in  our  capacity. 
Of  those  very  portions  of  Scripture  often  passed  by  as 
impossible  to  be  understood,  God  desires  us  to  under- 
stand as  much  as  our  minds  are  capable  of  receiving. 
**A11  Scripture  is  given  by  inspiration  of  God,"  that  we 
may  be  "thoroughly  furnished  unto  all  good  works." ^ 

It  is  impossible  for  any  human  mind  to  exhaust  even 
one  truth  or  promise  of  the  Bible.  One  catches  the 
glory  from  one  point  of  view,  another  from  another 
point;  yet  we  can  discern  only  gleamings.  The  full 
radiance  is  beyond   our  vision. 

As  we  contemplate  the  great  things  of  God's  word, 
we  look  into  a  fountain  that  broadens  and  deepens 
beneath  our  gaze.  Its  breadth  and  depth  pass  our 
knowledge.  As  we  gaze,  the  vision  widens;  stretched 
out   before   us  we    behold   a  boundless,   shoreless   sea. 

Such  study  has  vivifying  power.  The  mind  and 
heart  acquire  new  strength,  new  life. 

This  experience  is  the  highest  evidence  of  the  divine 
authorship  of  the  Bible.  We  receive  God's  word  as  food 
for  the  soul,  through  the  same  evidence  by  which  we 
receive  bread  as  food  for  the  body.  Bread  supplies  the 
need  of  our    nature;    we    know  by  experience  that  it 

^Deut. 29:29.  22X1111.3:16,17. 


Limit  to 
Comprehen- 
sion 


Inexhaustible 
Riches 


172 


The    Bible   as   an    Educator 


Tested   by 
Experience 


produces  blood  and  bone  and  brain.  Apply  the  same 
test  to  the  Bible:  when  its  principles  have  actually 
become  the  elements  of  character,  what  has  been  the 
result?  what  changes  have  been  made  in  the  life? — "Old 
things  are  passed  away;  behold,  all  things  are  become 
new."^  In  its  power,  men  and  women  have  broken  the 
chains  of  sinful  habit.  They  have  renounced  selfish- 
ness. The  profane  have  become  reverent,  the  drunken 
sober,  the  profligate  pure.  Souls  that  have  borne  the 
likeness  of  Satan,  have  been  transformed  into  the  image 
of  God.  This  change  is  itself  the  miracle  of  miracles. 
A  change  wrought  by  the  word,  it  is  one  of  the  deepest 
mysteries  of  the  word.  We  can  not  understand  it;  we 
can  only  believe,  as  declared  by  the  Scriptures,  it  is 
"Christ  in  you,  the  hope  of  glory."  "^ 

A  knowledge  of  this  mystery  furnishes  a  key  to 
every  other.  It  opens  to  the  soul  the  treasures  of 
the   universe,   the,  possibilities   of  infinite  development. 

And  this  development  is  gained  through  the  con- 
piedge  of     stant   unfolding;   to    us  of  the    character  of  God, — the 

Eternal  ^  ' 

glory  and  the  mystery  of  the  written  word.  If  it 
were  possible  for  us  to  attain  to  a  full  understanding 
of  God  and  His  word,  there  would  be  for  us  no 
further  discovery  of  truth,  no  greater  knowledge,  no 
further  development.  God  would  cease  to  be  supreme, 
and  man  would  cease  to  advance.  Thank  God,  it  is 
not  so.  Since  God  is  infinite,  and  in  Him  are  all  the 
treasures  of  wisdom,  we  may  to  all  eternity  be  ever 
searching,  ever  learning,  yet  never  exhaust  the  riches 
of  His  wisdom,  His  goodness,  or  His  power. 

I2  Cor.  5:  17.  2  Col.  1:27. 


Eterm 
Growth 


History    and  Prophecy 


WHO  HATH  DECLARED  THIS  FROM 
ANCIENT  TIME?  HAVE  NOT  I  THE 
LORD?   THERE  IS  NO  GOD  ELSE" 


^i^HE  Bible  is  the  most  ancient  and  the  most  compre- 
-^  hensive  history  that  men  possess.  It  came  fresh 
from  the  fountain  of  eternal  truth,  and  throughout  the 
ages  a  divine  hand  has  preserved  its  purity.  It  lights 
up  the  far-distant  past,  where  human  research  in  vain 
seeks  to  penetrate.  In  God's  word  only  do  we  behold 
the  power  that  laid  the  foundations  of  the  earth,  and 
that  stretched  out  the  heavens.  Here  only  do  we  find 
an  authentic  account  of  the  origin  of  nations.  Here 
only  is  given  a  history  of  our  race  unsullied  by  human 
pride  or  prejudice. 

In  the  annals  of  human  history  the  growth  of 
nations,  the  rise  and  fall  of  empires,  appear  as  depend- 
ent on  the  will  and  prowess  of  man.  The  shaping  of 
events  seems,  to  a  great  degree,  to  be  determined  by 
his  power,  ambition,  or  caprice.  But  in  the  word  of 
God  the  curtain  is  drawn  aside,  and  we  behold,  behind, 
above,  and  through  all  the  play  and  counter-play  of 
human  interests  and  power  and  passions,  the  agencies 
of  the  all-merciful  One,  silently,  patiently  working  out 
the  counsels  of  His  own  will. 

The   Bible   reveals   the  true  philosophy  of  history. 
In    those    words   of  matchless    beauty   and    tenderness 

(173) 


The  Earliest 
of  Annals 


Philosophy 
of  History 


74 


The    Bible   as    an    Educator 


Distribution 
of  Races 


National 
Prosperity 


Spoken  by  the  apostle  Paul  to  the  sages  of  Athens  is 
set  forth  God's  purpose  in  the  creation  and  distribution 
of  races  and  nations:  He  "hath  made  of  one  blood  all 
nations  of  men  for  to  dwell  on  all  the  face  of  the  earth, 
and  hath  determined  the  times  before  appointed  and 
the  bounds  of  their  habitation;  that  they  should  seek 
the  Lord,  if  haply  they  might  feel  after  Him,  and  find 
Him."^  God  declares  that  whosoever  will  may  come 
''into  the  bond  of  the  covenant.""  In  the  creation  it 
was  His  purpose  that  the  earth  be  inhabited  by  beings 
whose  existence  should  be  a  blessing  to  themselves  and 
to  one  another,  and  an  honor  to  their  Creator.  All 
who  will  may  identify  themselves  with  this  purpose. 
Of  them  it  is  spoken,  "This  people  have  I  formed  for 
Myself;  they  shall  show  forth    My  praise."^ 

God  has  revealed  in  His  law  the  principles  that 
underlie  all  true  prosperity  both  of  nations  and  of 
individuals.  ''This  is  your  wisdom  and  your  under- 
standing," Moses  declared  to  the  Israelites  of  the  law 
of  God.  "It  is  not  a  vain  thing  for  you;  because  it  is 
your  life."*  The  blessings  thus  assured  to  Israel  are, 
on  the  same  conditions  and  in  the  same  degree,  assured 
to  every  nation  and  every  individual  under  the  broad 
heavens. 

The  power  exercised  by  every  ruler  on  the  earth  is 
Heaven-imparted ;  and  upon  his  use  of  the  power  thus 
bestowed,  his  success  depends.  To  each  the  word  of 
the  divine  Watcher  is,  "I  girded  thee,  though  thou  hast 
not  known  Me/"*  And  to  each  the  words  spoken  to 
Nebuchadnezzar  of  old  are  the  lesson  of  life:  "Break 
off  thy  sins  by  righteousness,  and  thine  iniquities  by 
showing  mercy  to  the  poor;  if  it  may  be  a  lengthening 
of  thy  tranquillity."** 


Acts  17:26,27.  !^Eze.  20:37. 

<Deut.  4:6;  32:47.  5Isa.  45: 


•Msa.  43  :  21. 

6  Dan.  4  :  27. 


His  to  ry    and   Prop  h  c  cy 


175 


To  understand  these  things, — to  understand  that 
"righteousness  exalteth  a  nation;"  that  "the  throne 
is  estabhshed  by  righteousness,"  and  "upholden  by 
mercy;"  ^  to  recognize  the  outworking  of  these  prin- 
ciples in  the  manifestation  of  His  power  who  "removeth 
kings,  and  setteth  up  kings," -^ — this  is  to  understand  the 
philosophy  of  history. 

In  the  word  of  God  only  is  this  clearly  set  forth. 
Here  it  is  shown  that  the  strength  of  nations,  as  of 
individuals,  is  not  found  in  the  opportunities  or  facilities 
that  appear  to  make  them  invincible;  it  is  not  found  in 
their  boasted  greatness.  It  is  measured  by  the  fidelity 
with  which  they  fulfil  God's  purpose. 

An  illustration  of  this  truth  is  found  in  the  history 
of  ancient  Babylon.  To  Nebuchadnezzar  the  king  the 
true  object  of  national  government  was  represented 
under  the  figure  of  a  great  tree,  whose  height  "reached 
unto  heaven,  and  the  sight  thereof  to  the  end  of  all  the 
earth;  the  leaves  thereof  were  fair,  and  the  fruit  thereof 
much,  and  in  it  was  meat  for  all;"  under  its  shadow 
the  beasts  of  the  field  dwelt,  and  among  its  branches 
the  birds  of  the  air  had  their  habitation.^  This  repre- 
sentation shows  the  character  of  a  government  that 
fulfils  God's  purpose, — a  government  that  protects  and 
upbuilds  the  nation. 

God  exalted  Babylon  that  it  might  fulfil  this  pur- 
pose. Prosperity  attended  the  nation,  until  it  reached 
a  height  of  wealth  and  power  that  has  never  since 
been  equaled, — fitly  represented  in  the  Scriptures  by 
the  inspired  symbol,  a  "head  of  gold."* 

But  the  king  failed  of  recognizing  the  power  that 
had  exalted  him.  Nebuchadnezzar  in  the  pride  of  his 
heart  said:   "Is  not  this  great  Babylon,  that  I  have  built 

iProv.    14:34;   16:12;  20:28.        2  Dan.   2:21.        80311.4:11,12.  <  Dan.  2:38. 


The  Source 
of  Power 


Object  of 
Government 


Babylon 
the  Great 


176 


The    Bible   as   aii    Educator 


Its 

oppressive 

Po  wer 


Retribution 


for  the  house  of  the  kingdom  by  the  might  of  my 
power,  and  for  the    honor  of  my  majesty?"^ 

Instead  of  being  a  protector  of  men,  Babylon  be- 
came a  proud  and  cruel  oppressor.  The  words  of 
Inspiration  picturing  the  cruelty  and  greed  of  rulers 
in  Israel,  reveal  the  secret  of  Babylon's  fall,  and  of  the 
fall  of  many  another  kingdom  since  the  world  began: 
"Ye  eat  the  fat,  and  ye  clothe  you  with  the  wool,  ye 
kill  them  that  are  fed;  but  ye  feed  not  the  flock.  The 
diseased  have  ye  not  strengthened,  neither  have  ye 
healed  that  which  was  sick,  neither  have  ye  bound 
up  that  which  was  broken,  neither  have  ye  brought 
again  that  which  was  driven  away,  neither  have  ye 
sought  that  which  was  lost;  but  with  force  and  with 
cruelty  have   ye  ruled   them."^ 

To  .the  ruler  of  Babylon  came  the  sentence  of  the 

divine   Watcher:    O  king,   '*to  thee   it  is   spoken:    The 

kingdom  is  departed   from  thee."^ 

'*Come  down,  and  sit  in  the  dust,  O  virgin  daughter  of 
Babylon, 

Sit  on  the  ground ;  there  is  no  throne.     .     .     . 

Sit  thou  silent, 

And  get  thee  into  darkness,  O  daughter  of  the  Chaldeans ; 

For  thou  shalt  no  more  be  called  the  lady  of  kingdoms."'  * 
"O  thou  that  dwellest  upon  many  waters,  abundant  in 
treasures, 

Thine  end  is  come,  and  the  measure  of  thy  covetousness." 
"  Babylon,  the  glory  of  kingdoms. 

The  beauty  of  the  Chaldee's  excellency, 

Shall  be  as  when  God  overthrew  Sodom  and  Gomorrah." 

'T  will  also  make  it  a  possession  for  the  bittern,  and 
pools  of  water;  and  I  will  sweep  it  with  the  besom  of 
destruction,  saith  the   Lord  of  hosts." ^ 

Every  nation  that  has  come  upon  the  stage  of  action 
has  been  permitted  to  occupy  its  place  on  the  earth,  that 

1  Dan.  4  :  30.        ^  Eze.  34  :3.  4-        ^  Dan.  4  :  3i-        *  I^a    47  :  1-5. 
cjer    51  :  13;   Isa.  13  :  19;    '4  :  23. 


History   and   Prophecy 


^n 


it  might  be  seen  whether  it  would  fulfil  the  purpose  of 
"the  Watcher  and  the  Holy  One."  Prophecy  has 
traced  the  rise  and  fall  of  the  world's  great  empires, — -^ 
Babylon,  Medo- Persia,  Greece,  and  Rome.  With  each 
of  these,  as  with  nations  of  less  power,  history  repeated 
itself  Each  had  its  period  of  test,  each  failed,  its  glory 
faded,  its  power  departed,  and  its  place  was  occupied  by 
another. 

While  the  nations  rejected  God's  principles,  and  in 
this  rejection  wrought  their  own  ruin,  it  was  still  mani- 
fest that  the  divine,  overruling  purpose  was  working 
through  all  their  movements. 

This  lesson  is  taught  in  a  wonderful  symbolic  repre- 
sentation given  to  the  prophet  Ezekiel  during  his  exile 
in  the  land  of  the  Chaldeans.  The  vision  was  given  at 
a  time  when  Ezekiel  was  weighed  down  with  sorrowful 
memories  and  troubled  forebodings.  The  land  of  his 
fathers  was  desolate.  Jerusalem  was  depopulated.  The 
prophet  himself  was  a  stranger  in  a  land  where  ambition 
and  cruelty  reigned  supreme.  As  on  every  hand  he 
beheld  tyranny  and  wrong,  his  soul  was  distressed,  and 
he  mourned  day  and  night.  But  the  symbols  presented 
to  him  revealed  a  power  above  that  of  earthly  rulers. 

Upon  the  banks  of  the  river  Chebar,  Ezekiel  beheld 
a  whirlwind  seeming  to  come  from  the  north,  *'a  great 
cloud,  and  a  fire  enfolding  itself,  and  a  brightness  wa: 
about  it,  and  out  of  the  midst  thereof  as  the  color  of 
amber."  A  number  of  wheels,  intersecting  one  another, 
were  moved  by  four  living  beings.  High  above  all 
these  was  the  '*  likeness  of  a  throne,  as  the  appearance 
of  a  sapphire  stone;  and  upon  the  likeness  of  the  throne 
was  the  likeness  as  the  appearance  of  a  man  above  upon 
it."      "And  there  appeared  in  the  cherubim  the  form  of 


Rise  and 

Fall 

of  Nations 


Vision  of 
the  Cherubim 


178 


The    Bible   as   an    Educator 


The  Guiding 
Hand 


A  Place  in 

God's 

Purpose 


Fulfilment 
of  Prophecy 


a  man's  hand  under  their  wings." ^  The  wheels  were 
so  compHcated  in  arrangement  that  at  first  sight  they 
appeared  to  be  in  confusion;  but  they  moved  in  per- 
fect harmony.  Heavenly  beings,  sustained  and  guided 
by  the  hand  beneath  the  wings  of  the  cherubim,  were 
impelling  these  wheels;  above  them,  upon  the  sapphire 
throne,  was  the  Eternal  One;  and  round  about  the 
throne  a   rainbow,   the   emblem   of  divine    mercy. 

As  the  wheel-like  complications  were  under  the 
guidance  of  the  hand  beneath  the  wings  of  the  cheru- 
bim, so  the  complicated  play  of  human  events  is  under 
divine  control.  Amidst  the  strife  and  tumult  of  nations, 
He  that  sitteth  above  the  cherubim  still  guides  the 
affairs   of  the    earth. 

The  history  of  nations  that  one  after  another  have 
occupied  their  allotted  time  and  place,  unconsciously 
witnessing  to  the  truth  of  which  they  themselves  knew 
not  the  meaning,  speaks  to  us.  To  every  nation  and  to 
every  individual  of  to-day  God  has  assigned  a  place  in 
His  great  plan.  To-day  men  and  nations  are  being 
measured  by  the  plummet  in  the  ha"nd  of  Him  who 
makes  no  mistake.  All  are  by  their  own  choice 
deciding  their  destiny,  and  God  is  overruling  all  for 
the    accomplishment  of   His    purposes. 

The  history  which  the  great  I  AM  has  marked  out 
in  His  word,  uniting  link  after  link  in  the  prophetic 
chain,  from  eternity  in  the  past  to  eternity  in  the  future, 
tells  us  where  we  are  to-day  in  the  procession  of  the 
ages,  and  what  may  be  expected  in  the  time  to  come. 
All  that  prophecy  has  foretold  as  coming  to  pass,  un- 
til the  present  time,  has  been  traced  on  the  pages  of 
history,  and  we  may  be  assured  that  all  which  is  yet 
to  come  will  be  fulfilled  in  its  order. 


1  Eze.  I  :  4,  26;   10:  1 


History   and   Prophecy  179 

The    final    overthrow    of   all    earthly    dominions    is 
plainly  foretold  in  the  word  of  truth.      In  the  prophecy 
uttered  when  sentence  from  God  was  pronounced  upon  _  _ 
the  last  king  of  Israel  is  given  the  message: — 

"Thus  saith  the  Lord  God:  Remove  the  diadem, 
and  take  off  the  crown ;  .  .  .  exalt  him  that  is  low, 
and  abase  him  that  is  high.  I  will  overturn,  overturn, 
overturn  it;  and  it  shall  be  no  more,  until  He  come 
whose  right  it  is;    and  I  will  give  it  Him."^ 

The  crown  removed  from  Israel  passed  successively 
to  the  kingdoms  of  Babylon,  Medo-Persia,  Greece,  and 
Rome.  God  says,  "It  shall  be  no  more,  until  He 
come   whose   right   it   is;    and  I  will  give  it  Him." 

That   time  is    at    hand.      To-day  the   signs   of  the      ^^^^^  "^ 

.  ^         .  the   Times 

times  declare  that  we  are  standing  on  the  threshold  of 
great  and  solemn  events.  Everything  in  our  world  is 
in  agitation.  Before  our  eyes  is  fulfilling  the  Saviour's 
prophecy  of  the  events  to  precede  His  coming:  "Ye 
shall  hear  of  wars  and  rumors  of  wars.  .  .  .  Nation 
shall  rise  against  nation,  and  kingdom  against  kingdom; 
and  there  shall  be  famines,  and  pestilences,  and  earth- 
quakes, in  divers  places."'^ 

The  present  is  a  time  of  overwhelming  interest  to  all 
living.  Rulers  and  statesmen,  men  who  occupy  posi- 
tions of  trust  and  authority,  thinking  men  and  women 
of  all  classes,  have  their  attention  fixed  upon  the  events      on  the 

X^cVS'C    of 

taking  place  about  us.  They  are  watching  the  strained,  a  crisis 
restless  relations  that  exist  among  the  nations.  They 
observe  the  intensity  that  is  taking  possession  of  every 
earthly  element,  and  they  recognize  that  something  great 
and  decisive  is  about  to  take  place, — that  the  world  is 
on  the  verge  of  a  stupendous  crisis. 

Angels  arc  now  restraining  the  winds  of  strife,  that 

1  Eze.  21  :  26,  27.  '^  Matt.  24  :  6,  7. 


i8o 


The   Bible   as 


Educator 


The  Pinal 
Scenes 


"Destruction 

upon 

Destruction 


they  may  not  blow  until  the  world  shall  be  warned  of 
its  coming  doom;  but  a  storm  is  gathering,  ready  to 
burst  upon  the  earth;  and  when  God  shall  bid  His 
ang-els  loose  the  winds,  there  will  be  such  a  scene  of 
strife  as  no  pen  can  picture. 

The  Bible,  and  the  Bible  only,  gives  a  correct  view 
of  these  things.  Here  are  revealed  the  great  final 
scenes  in  the  history  of  our  world,  events  that  already 
are  casting  their  shadows  before,  the  sound  of  their 
approach  causing  the  earth  to  tremble,  and  men's 
hearts  to  fail  them  for  fear. 

''Behold,  the  Lord  maketh  the  earth  empty,  and 
maketh  it  waste,  and  turneth  it  upside  down,  and  scat- 
tereth  abroad  the  inhabitants  thereof;  .  .  .  because 
they  have  transgressed  the  laws,  changed  the  ordinance, 
broken  the  everlasting  covenant.  Therefore  hath  the 
curse  devoured  the  earth,  and  they  that  dwell  therein 
are  desolate.  .  .  .  The  mirth  of  tabrets  ceaseth, 
the  noise  of  them  that  rejoice  endeth,  the  joy  of  the 
harp  ceaseth."^ 

*'Alas  for  the  day!  for  the  day  of  the  Lord  is  at 
hand,  and  as  a  destruction  from  the  Almighty  shall  it 
come.  .  .  .  The  seed  is  rotten  under  their  clods, 
the  garners  are  laid  desolate,  the  barns  are  broken 
down;  for  the  corn  is  withered.  How  do  the  beasts 
groan!  the  herds  of  cattle  are  perplexed,  because  they 
have  no  pasture;  yea,  the  flocks  of  sheep  are  made 
desolate."  ''The  vine  is  dried  up,  and  the  fig-tree 
languisheth  ;  the  pomegranate-tree,  the  palm-tree  also, 
and  the  apple-tree,  even  all  the  trees  of  the  field,  are 
withered;  because  joy  is  withered  away  from  the  sons 
of  men."'^ 

"I  am  pained  at  my  very  heart;     ...      I  can  not 


ilsa. 


•Joel  1  :  15-18,  12, 


History   and  Prophecy 


i8i 


hold  my  peace,  because  thou  liast  heard,  O  my  soul, 
the  sound  of  the  trumpet,  the  alarm  of  war.  Destruc- 
tion upon  destruction  is  cried;  for  the  whole  land  is 
spoiled." 

^*I  beheld  the  earth,  and,  lo,  it  was  without  form, 
and  void;  and  the  heavens,  and  they  had  no  light.  I 
beheld  the  mountains,  and,  lo,  they  trembled,  and  all 
the  hills  moved  lightly.  I  beheld,  and,  lo,  there  was 
no  man,  and  all  the  birds  of  the  heavens  were  fled.  I 
beheld,  and,  lo,  the  fruitful  place  was  a  wilderness,  and 
all  the  cities  thereof  were  broken   down."^ 

'*Alas!  for  that  day  is  great,  so  that  none  is  like  it; 
it  is  even  the  time  of  Jacob's  trouble;  but  he  shall  be 
saved  out  of  it"^ 

**Come,  My  people,  enter  thou  into  thy  chambers, 
and  shut  thy  doors  about  thee;  hide  thyself  as  it  were 
for  a  little  moment,  until  the  indignation  be  overpast." 

"  Because  thou  hast  made  the  Lord,  which  is  my  refuge, 
Even  the  Most  High,  thy  habitation  ; 
There  shall  no  evil  befall  thee, 
Neither  shall  any  plague  come  nigh  thy  dwelling."  * 

"  The  mighty  God,  even  the  Lord,  hath  spoken. 

And  called  the  earth  from  the  rising  of  the  sun  unto  the 
going  down  thereof. 

Out  of  Zion,  the  perfection  of  beauty,  God  hath  shined. 

Our  God  shall  come,  and  shall  not  keep  silence." 
"  He  shall  call  to  the  heavens  above, 

And  to  the  earth,  that  He  may  judge  His  people ;     .     .     . 

And  the  heavens  shall  declare  His  righteousness ; 

For  God  is  judge  Himself."^ 

*'0  daughter  of  Zion,  .  .  .  the  Lord  shall 
redeem  thee  from  the  hand  of  thine  enemies.  Now 
also  many  nations  are  gathered  against  thee,  that  say, 
Let  her  be  defiled,  and  let  our  eye  look  upon  Zion. 
But  they  know  not  the  thoughts  of  the  Lord,  neither 

Jjer.  4:19,20,23-26.        2jer,  30:7.        sjsa.  26:20.        <Ps.  91:9,10. 
sPs.  50:  1-3;   50:4-6,  R.  v. 


'Time 
of  Jacob'' s 
Trouble'' 


'Our  Gofl 
Shall    Come ' 


Save' 


182  77ie    Bible   as   an    Educator 

understand  they  His  counsel."  ''Because  they  call  thee 
an  Outcast,  saying,  This  is  Zion,  whom  no  man  seeketh 
after,"  "I  will  restore  health  unto  thee,  and  I  will  heal 
thee  of  thy  wounds,  saith  the  Lord."  "I  will  bring 
again  the  captivity  of  Jacob's  tents,  and  have  mercy 
on  his  dwelling-places."^ 

"And  it  shall  be  said  in  that  day,  Lo,  this  is  our  God  ; 
'He  Will  We  have  waited  for  Him,  and  He  will  save  us: 

This  is  the  Lord  ;  we  have  waited  for  Him, 
We  will  be  glad  and  rejoice  in  His  salvation  " 

"He  will  swallow  up  death  in  victory;  .  .  .  and 
the  rebuke  of  His  people  shall  He  take  away  from  off 
all  the  earth;    for  the  Lord  hath  spoken  it."'' 

"Look  upon  Zion,  the  city  of  our  solemnities;  thine 
eyes  shall  see  Jerusalem  a  quiet  habitation,  a  tabernacle 
that  shall  not  be  taken  down.  .  .  .  For  the  Lord  is 
our  judge,  the  Lord  is  our  lawgiver,  the  Lord  is  our 
king."^ 

"With  righteousness  shall  He  judge  the  poor,  and 
reprove  with  equity  for  the  meek  of  the  earth."'' 

Then  will  the  purpose  of  God  be  fulfilled;  the  prin- 
ciples of  His  kingdom  will  be  honored  by  all  beneath 
the  sun. 

"Violence  shall  no  more  be  heard  in  thy  land. 
Wasting  nor  destruction  within  thy  borders  ; 
liut  thou  shalt  call  thy  walls  Salvation, 
And  thy  gates  Praise." 

"  In  righteousness  shalt  thou  be  established: 
Thou  shalt  be  far  from  oppression ;  for  thou  shalt  not 

fear: 
And  from  terror;  for  it  shall  not  come  near  thee."'^ 

The  prophets  to  whom  these  great  scenes  were 
revealed  longed  to  understand  their  import.  They 
"inquired  and   searched  diligently;     .     .     .     searching 

1  Micah  4  :  10-12;    Jer.  30:  17,  18.  2x^3.25:9,8.  •Tsa.  33  :  20-22. 

*Isa.  11:4.  5lsa.  6;>:i8;    54:14. 


The  Reign 
of  Peace 


Hist 07' y   and   Prophecy 


183 


what,  or  what  manner  of  time  the  Spirit  of  Christ 
which  was  in  them  did  signify.  .  .  .  Unto  whom 
it  was  revealed,  that  not  unto  themselves,  but  unto  us 
they  did  minister  the  things  which  are  now  reported 
unto  you;  .  .  .  which  things  the  angels  desire  to 
look   into."^ 

To  us  who  are  standing  on  the  very  verge  of  their 
fulfilment,  of  what  deep  moment,  what  living  interest, 
are  these  delineations  of  the  things  to  come, — events  for 
which,  since  our  first  parents  turned  their  steps  from 
Eden,  God's  children  have  watched  and  waited,  longed 
and  prayed! 

At  this  time,  before  the  great  final  crisis,  as  before 
the  world's  first  destruction,  men  are  absorbed  in  the 
pleasures  and  the  pursuits  of  sense.  Engrossed  with 
the  seen  and  transitory,  they  have  lost  sight  of  the 
unseen  and  eternal.  For  the  things  that  perish  with 
the  using,  they  are  sacrificing  imperishable  riches. 
Their  minds  need  to  be  uplifted,  their  views  of  life 
to  be  broadened.  They  need  to  be  aroused  from  the 
lethargy  of  worldly  dreaming. 

From  the  rise  and  fall  of  nations  as  made  plain  in 
the  pages  of  Holy  Writ,  they  need  to  learn  how  worth- 
less is  mere  outward  and  worldly  glory.  Babylon,  with 
all  its  power  and  its  magnificence,  the  like  of  which  our 
world  has  never  since  beheld, — power  and  magnificence 
which  to  the  people  of  that  day  seemed  so  stable  and 
enduring, — how  completely  has  it  passed  away!  As 
''the  flower  of  the  grass,"  it  has  perished.  So  perishes 
all  that  has  not  God  for  its  foundation.  Only  that 
which  is  bound  up  with  His  purpose,  and  expresses 
His  character,  can  endure.  His  principles  are  the  only 
steadfa.st  things  our  world  knows. 


study 

of  Prophecy 


A  Lesson 
for  To-Day 


1  I  Peter  i  :  10-12. 


184  The    Bible   as   an   Educator 

It  is  these  great  truths  that  old  and  young  need  to 
learn.  We  need  to  study  the  workmg  out  of  God's 
purpose  in  the  history  of  nations  and  in  the  revelation 
of  things  to  come,  that  we  may  estimate  at  their  true 
value  things  seen  and  things  unseen;  that  we  may 
learn  what  is  the  true  aim  of  life;  that,  viewing  the 
things  of  time  in  the  light  of  eternity,  we  may  put 
them  to  their  truest  and  noblest  use.  Thus,  learning 
here  the  principles  of  His  kingdom  and  becoming  its 
subjects  and  citizens,  we  may  be  prepared  at  His  coming 
to  enter  with  Him  into  its  possession. 

The  day  is  at  hand.      For  the  lessons  to  be  learned, 
The  End     the  work  to  be  done,  the  transformation  of  character  to 
be  effected,  the  time  remaining  is  but  too  brief  a  span. 

"Behold,  they  of  the  house  of  Israel  say,  The  vision 
that  he  seeth  is  for  many  days  to  come,  and  he  prophe- 
sieth  of  the  times  that  are  far  off!  Therefore  say  unto 
them.  Thus  saith  the  Lord  God:  There  shall  none  of 
My  .words  be  prolonged  any  more,  but  the  word  which 
I  have  spoken  shall  be  done,  saith  the  Lord  God."^ 

1  Eze.  12:  27,  28. 


Is  at  Hand 


Bible    Teaching  and 
S  t  n  dy 


inc  link  thine  ear   unto 
wisdom;   search   i"  o  r  her 

AS    FOR     HID    treasures" 


TN  childhood,  youth,  and  manhood,  Jesus  studied  the 
•^  Scriptures.  As  a  little  child,  He  was  daily,  at  His 
mother's  knee,  taught  from  the  scrolls  of  the  prophets. 
In  His  youth  the  early  morning  and  the  evening  twi- 
light often  found  Him  alone  on  the  mountainside  or 
among  the  trees  of  the  forest,  spending  a  quiet  hour 
in  prayer  and  the  study  of  God's  word.  During  His 
ministry  His  intimate  acquaintance  with  the  Scriptures 
testifies  to  His  diligence  in  their  study.  And  since  He 
gained  knowledge  as  we  may  gain  it,  His  wonderful 
power,  both  mental  and  spiritual,  is  a  testimony  to  the 
value  of  the  Bible  as  a  means  of  education. 

Our  heavenly  Father,  in  giving  His  word,  did  not 
overlook  the  children.  In  all  that  men  have  written, 
where  can  be  found  anything  that  has  such  a  hold 
upon  the  heart,  anything  so  well  adapted  to  awaken  the 
interest  of  the  little  ones,  as  the  stories  of  the  Bible? 

In  these  simple  stories  may  be  made  plain  the  great 
principles  of  the  law  of  God.  Thus  by  illustrations 
best  suited  to  the  child's  comprehension,  parents  and 
teachers  may  begin  very  early  to  fulfil  the  Lord's 
injunction  concerning  His  precepts:   "Thou  shalt  teach 

(185) 


A   Bible 
Student 


Stories 
for  the 
Little   Ones 


1 86 


The    Bible   as   an    F-diicatoi' 


Object 
Lessons 


FHinily 
Study 


them  diligently  unto  thy  children,  and  shalt  talk  of 
them  when  thou  sittest  in  thine  house,  and  when  thou 
walkest  by  the  way,  and  when  thou  liest  down,  and 
when  thou    risest   up."^ 

The  use  of  object-lessons,  blackboards,  maps,  and 
pictures,  will  be  an  aid  in  explaining  these  lessons, 
and  fixing  them  in  the  memory.  Parents  and  teachers 
should  constantly  seek  for  improved  methods.  The 
teaching  of  the  Bible  should  have  our  freshest  thought, 
our  best  methods,  and  our  most  earnest  effort. 

In  arousing  and  strengthening  a  love  for  Bible 
study,  much  depends  on  the  use  of  the  hour  of  wor- 
ship. The  hours  of  morning  and  evening  worship 
should  be  the  sweetest  and  most  helpful  of  the  day 
Let  it  be  understood  that  into  these  hours  no  troubled, 
unkind  thoughts  are  to  intrude;  that  parents  and  chil- 
dren assemble  to  meet  with  Jesus,  and  to  invite  into 
the  home  the  presence  of  holy  angels.  Let  the  serv- 
ices be  brief  and  full  of  life,  adapted  to  the  occasion, 
and  varied  from  time  to  time.  Let  all  join  in  the  Bible 
reading,  and  learn  and  often  repeat  God's  law.  It  will 
add  to  the  interest  of  the  children  if  they  are  some- 
times permitted  to  select  the  reading.  Question  them 
upon  it,  and  let  them  ask  questions.  Mention  anything 
that  will  serve  to  illustrate  its  meaning.  When  the 
service  is  not  thus  made  too  lengthy,  let  the  little  ones 
take  part  in  prayer,  and  let  them  join  in  song,  if  it  be 
but  a  single  verse. 

To  make  such  a  service  what  it  should  be,  thought 
should  be  given  to  preparation.  And  parents  should 
take  time  daily  for  Bible  study  with  their  children.  No 
doubt  it  will  require  effort  and  planning  and  some  sacrifice 
to  accomplish  this;  but  the  effort  will  be  richly  repaid. 

J  Deut.  6:  7. 


Bible    Teaching   arid  Study 


187 


As  a  preparation  for  teaching  His  precepts,  God 
commands  that  they  be  hidden  in  the  hearts  of  the 
parents.  "These  words,  which  I  command  thee  this 
day,  shall  be  in  thine  heart,"  He  says;  "and  thou  shalt 
teach  them  dihgently."^  In  order  to  interest  our  chil- 
dren in  the  Bible,  we  ourselves  must  be  interested  in  it. 
To  awaken  in  them  a  love  for  its  study,  we  must  love 
it.  Our  instruction  to  them  will  have  only  the  weight 
of  influence  given  it  by  our  own  example  and  spirit. 

God  called  Abraham  to  be  a  teacher  of  His  word. 
He  chose  him  to  be  the  father  of  a  great  nation,  because 
He  saw  that  Abraham  would  instruct  his  children  and 
his  household  in  the  principles  of  God's  law.  And  that 
which  gave  power  to  Abraham's  teaching  was  the  influ- 
ence of  his  own  life.  His  great  household  consisted 
of  more  than  a  thouSfind  souls,  many  of  them  heads 
of  families,  and  not  a  few  but  newly  converted  from 
heathenism.  Such  a  household  required  a  firm  hand 
at  the  helm.  No  weak,  vacillating  methods  would 
suffice.  Of  Abraham  God  said,  *'I  know  him,  that  he 
will  command  his  children  and  his  household  after 
him."''  Yet  his  authority  was  exercised  with  such 
wisdom  and  tenderness  that  hearts  were  won.  The 
testimony  of  the  divine  Watcher  is,  "They  shall  keep 
the  way  of  the  Lord,  to  do  justice  and  judgment."^ 
And  Abraham's  influence  extended  beyond  his  own 
household.  Wherever  he  pitched  his  tent,  he  set  up 
beside  it  the  altar  for  sacrifice  and  worship.  When 
the  tent  was  removed,  the  altar  remained;  and  many  a 
roving  Canaanite,  whose  knowledge  of  God  had  been 
gained  from  the  life  of  Abraham  His  servant,  tarried 
at  tliat  altar  to  offer  sacrifice  to  Jehovah. 

No    less    effective    to-day   will    be    the    teaching   of 

iDeut.  6:r),  7.  2  Gen.    iS  :  19. 


Personal 
Intliieuce  and 
Example 


Abraham  an 
Illustration 


i88 


The   Bible   as  -an    Kdueaior 


Original 
Study 


Beauty  of 

Thought  and 

Expression 


God's  word  when  it  finds  as  faithful  a  reflection  in  the 
teacher's  hfe. 

It  is  not  enough  to  know  what  others  have  thought 
or  learned  about  the  Bible.  Every  one  must  in  the 
judgment  give  account  of  himself  to  God,  and  each 
should  now  learn  for  himself  what  is  truth.  But  in 
order  to  effective  study,  the  interest  of  the  pupil  must 
be  enlisted.  Especially  by  the  one  who  has  to  deal 
with  children  and  youth  differing  widely  in  disposition, 
training,  and  habits  of  thought,  this  is  a  matter  not 
to  be  lost  sight  of  In  teaching  children  the  Bible,  we 
may  gain  much  by  observing  the  bent  of  their  minds, 
the  things  in  which  they  are  interested,  and  arousing 
their  interest  to  see  what  the  Bible  says  about  these 
things.  He  who  created  us,  with  our  various  aptitudes, 
has  in  His  word  given  something  for  every  one.  As 
the  pupils  see  that  the  lessons  of  the  Bible  apply  to 
their  own  lives,  teach  them  to  look  to  it  as  a  counselor. 

Help  them  also  to  appreciate  its  wonderful  beauty. 
Many  books  of  no  real  value,  books  that  are  exciting 
and  unhealthful,  are  recommended,  or  at  least  per- 
mitted to  be  used,  because  of  their  supposed  literary 
value.  Why  should  we  direct  our  children  to  drink  of 
these  polluted  streams,  when  they  may  have  free  access 
to  the  pure  fountains  of  the  word  of  God?  The  Bible 
has  a  fulness,  a  strength,  a  depth  of  meaning,  that  is  in- 
exhaustible. Encourage  the  children  and  youth  to  seek 
out  its  treasures,  both  of  thought  and  of  expression. 

As  the  beauty  of  these  precious  things  attracts  their 
minds,  a  softening,  subduing  power  will  touch  their 
hearts.  They  will  be  drawn  to  Him  who  has  thus 
revealed  Himself  to  them.  And  there  are  few  who 
will  not  desire  to  know  more  of   His  works  and  ways. 


Bible    Teaching   and   Sficdy 


89 


The  student  of  the  Bible  should  be  taught  to 
approach  it  in  the  spirit  of  a  learner.  We  are  to  search 
its  pages,  not  for  proof  to  sustain  our  opinions,  but  in 
order  to  know  what  God  says. 

A  true  knowledge  of  the  Bible  can  be  gained  only- 
through  the  aid  of  that  Spirit  by  whom  the  word  was 
given.  And  in  order  to  gain  this  knowledge  we  must 
live  by  it.  All  that  God's  word  commands,  we  are  to 
obey.  All  that  it  promises,  we  may  claim.  The  life 
which  it  enjoins  is  the  life  that,  through  its  power,  we 
are  to  live.  Only  as  the  Bible  is  thus  held  can  it  be 
studied  effectively. 

The  study  of  the  Bible  demands  our  most  diligent 
effort  and  persevering  thought.  As  the  miner  digs  for 
the  golden  treasure  in  the  earth,  so  earnestly,  persist- 
ently, must  we  seek  for  the  treasure  of  God's  word. 

In  daily  study  the  verse-by -verse  method  is  often 
most  helpful.  Let  the  student  take  one  verse,  and  con- 
centrate the  mind  on  ascertaining  the  thought  that  God 
has  put  into  that  verse  for  him,  and  then  dwell  upon 
the  thought  until  it  becomes  his  own.  One  passage 
thus  studied  until  its  significance  is  clear,  is  of  more 
value  than  the  perusal  of  many  chapters  with  no  definite 
purpose  in  view,  and  no  positive  instruction  gained. 

One  of  the  chief  causes  of  mental  inefficiency  and 
moral  weakness  is  the  lack  of  concentration  for  worthy 
ends.  We  pride  ourselves  on  the  wide  distribution  of 
literature;  but  the  multiplication  of  books,  even  books 
that  in  themselves  are  not  harmful,  may  be  a  positive 
evil.  With  the  immense  tide  of  printed  matter  con- 
stantly pouring  from  the  press,  old  and  young  form  tlic 
habit  of  reading  hastily  and  superficially,  and  the  mind 
loses    its    power   of  connected    and    vigorous    thought. 


Purpose  ill 
Study 


Thoroughness 

and 

Concentration 


IQO 


The    Bible    as 


Educator 


Unwholesome 
Literature 


A  Shield 

from 

Temptation 


Comprehensi  ve 
Study 


Furthermore,  a  large  share  of  the  periodicals  and  books 
that,  like  the  frogs  of  Egypt,  are  overspreading  the  land, 
are  not  merely  commonplace,  idle,  and  enervating,  but 
unclean  and  degrading.  Their  effect  is  not  merely  to 
intoxicate  and  ruin  the  mind,  but  to  corrupt  and  destroy 
the  soul.  The  mind,  the  heart,  that  is  indolent,  aimless, 
falls  an  easy  prey  to  evil.  It  is  on  diseased,  lifeless 
organisms  that  fungus  roots.  It  is  the  idle  mind  that 
is  Satan's  workshop.  Let  the  mind  be  directed  to 
high  and  holy  ideals,  let  the  life  have  a  noble  aim, 
an  absorbing  purpose,  and  evil  finds  little  foothold. 

Let  the  youth,  then,  be  taught  to  give  close  study  to 
the  word  of  God.  Received  into  the  soul,  it  will  prove 
a  mighty  barricade  against  temptation.  "Thy  word," 
the  psalmist  declares,  "have  I  hid  in  mine  heart,  that  I 
might  not  sin  against  Thee."  '*By  the  word  of  Thy 
lips  I  have  kept  me  from  the  paths  of  tlic  destroyer."' 

The  Bible  is  its  own  expositor.  Scripture  is  to  be 
compared  with  scripture.  The  student  should  learn 
to  view  the  word  as  a  whole,  and  to  see  the  relation 
of  its  parts.  He  should  gain  a  knowledge  of  its  grand 
central  theme,  of  God's  original  purpose  for  the  world, 
of  the  rise  of  the  great  controversy,  and  of  the  work  of 
redemption.  He  should  understand  the  nature  of  the 
two  principles  that  are  contending  for  supremacy,  and 
should  learn  to  trace  their  working  through  the  records 
of  history  and  prophecy,  to  the  great  consummation. 
He  should  see  how  this  controversy  enters  into  every 
phase  of  human  experience;  how  in  every  act  of  life 
he  himself  reveals  the  one  or  the  other  of  the  two 
antagonistic  motives;  and  how,  whether  he  will  or  not, 
he  is  even  now  deciding  upon  which  side  of  the  con- 
troversy he  will  be  found. 


119: II ;  17 : 4. 


Bible    Teaching   and   Study 


191 


Every  part  of  the  Bible  is  giveji  by  inspiration  of 
God,  and  is  profitable.  The  Old  Testament  no  less 
than  the  New  should  receive  attention.  As  we  study 
the  Old  Testament,  we  shall  find  living  springs  bubbling 
up  where  the  careless  reader  discerns  only  a  desert. 

The  book  of  Revelation,  in  connection  with  the 
book  of  Daniel,  especially  demands  study.  Let  every 
God-fearing  teacher  consider  how  most  clearly  to  com- 
prehend and  to  present  the  gospel  that  our  Saviour 
came  in  person  to  make  known  to  His  servant  John, — 
"The  Revelation  of  Jesus  Christ,  which  God  gave  unto 
Him,  to  show  unto  His  servants  things  which  must 
shortly  come  to  pass."^  None  should  become  dis- 
couraged in  the  study  of  the  Revelation  because  of  its 
apparently  mystical  symbols.  'Tf  any  of  you  lack  wis- 
dom, let  him  ask  of  God,  that  giveth  to  all  liberally,  and 
upbraideth  not."'" 

''Blessed  is  he  that  readeth,  and  they  that  hear  the 
words  of  this  prophecy,  and  keep  those  things  which 
are  written  therein;    for  the  time  is  at  hand."^ 

When  a  real  love  for  the  Bible  is  awakened,  and 
the  student  begins  to  realize  how  vast  is  the  field  and 
how  precious  its  treasure,  he  will  desire  to  seize  upon 
every  opportunity  for  acquainting  himself  with  God's 
word.  Its  study  will  be  restricted  to  no  special  time 
or  place.  And  this  continuous  study  is  one  of  the  best 
means  of  cultivating  a  love  for  the  Scriptures.  Let  the 
student  keep  his  Bible  always  with  him.  As  you  have 
opportunity,  read  a  text  and  meditate  upon  it.  While 
walking  the  streets,  waiting  at  a  railway  station,  wait- 
ing to  meet  an  engagement,  improve  the  opportunity  to 
gain  some  precious  thought  from  the  treasure-house  of 
truth. 


Daniel 
and  the 
Revelation 


Continuous 
St  a  fly 


1  Rev.  I :  I. 


^  James  i 


Rev.  I  : .;. 


192 


The   Bible   as   an   Educator 


Results  of 
Study 


StrcHtiis  of 
Blessing 


The  great  motive  powers  of  the  soul  are  faith,  hope, 
and  love;  and  it  is  to  these  that  Bible  study,  rightly 
pursued,  appeals.  The  outward  beauty  of  the  Bible, 
the  beauty  of  imagery  and  expression,  is  but  the  set- 
ting, as  it  were,  for  its  real  treasure, — the  beauty  of 
holiness.  In  its  record  of  the  men  who  walked  with 
God,  we  may  catch  glimpses  of  His  glory.  In  the  One 
''altogether  lovely"  we  behold  Him,  of  whom  all  beauty 
of  earth  and  heaven  is  but  a  dim  reflection.  'T,  if  I 
be  lifted  up,"  He  said,  "will  draw  all  men  unto  Me."' 
As  the  student  of  the  Bible  beholds  the  Redeemer, 
there  is  awakened  in  the  soul  the  mysterious  power  of 
faith,  adoration,  and  love.  Upon  the  vision  of  Christ  the 
gaze  is  fixed,  and  the  beholder  grows  into  the  likeness 
of  that  which  he  adores.  The  words  of  the  apostle 
Paul  become  the  language  of  the  soul:  '*I  count  all 
things  but  loss  for  the  excellency  of  the  knowledge 
of  Christ  Jesus  my  Lord;  .  .  .  that  I  may  know 
Him,  and  the  power  of  His  resurrection,  and  the  fellow- 
ship of  His  sufferings."^ 

The  springs  of  heavenly  peace  and  joy  unsealed  in 
the  soul  by  the  words  of  Inspiration  will  become  a 
mighty  river  of  influence  to  bless  all  who  come  wdthin 
its  reach.  Let  the  youth  of  to-day,  the  youth  who  are 
growing  up  with  the  Bible  in  their  hands,  become  the 
recipients  and  the  channels  of  its  life-giving  energy,  and 
what  streams  of  blessing  would  flow  forth  to  the  world! 
— ^influences  of  whose  power  to  heal  and  comfort  we 
can  scarcely  conceive, — rivers  of  living  water  fountains 
"springing  up  unto  everlasting  life." 

ijoha  12:32.  ^Fhil.  3:8-10. 


Physical   Cul  ru re 


Beloved,  I  wish  above  all  things  that  thou 
mayest  prosper  and  be  in  health,  even  as 
thy  soul  prosper eth'*'* 


Study  of  P hysiology 


I     AM     KKA  R  KU  I.  LY    AND 
WONDER  FULI.Y    MADE" 


CLINCH  the  mind  and  the  soul  find  expression  through 
^  the  body,  both  mental  and  spiritual  vigor  are  in 
great  degree  dependent  upon  physical  strength  and 
activity;  whatever  promotes  physical  health,  promotes 
the  development  of  a  strong  mind  and  a  well-balanced 
character.  Without  health,  no  one  can  as  distinctly 
understand  or  as  completely  fulfil  his  obligations  to 
himself,  to  his  fellow-beings,  or  to  his  Creator.  There- 
fore the  health  should  be  as  faithfully  guarded  as  the 
character.  A  knowledge  of  physiology  and  hygiene 
should  be  the  basis  of  all  educational  effort. 

Though  the  facts  of  physiology  are  now  so  gen- 
erally understood,  there  is  an  alarming  indifference  in 
regard  to  the  principles  of  health.  Even  of  those  who 
have  a  knowledge  of  these  principles,  there  are  few  who 
put  them  in  practise.  Inclination  or  impulse  is  followed 
as  blindly  as  if  life  were  controlled  by  mere  chance 
rather  than  by  definite  and  unvarying  laws. 

The  youth,  in  the  freshness  and  vigor  of  life,  little 
realize  the  value  of  their  abounding  energy.  A  treasure 
more  precious  than  gold,  more  essential  to  advancement 
than  learning  or  rank  or  riches, — how  Hghtly  it  is  held ! 
how  rashly  squandered  !  How  many  a  man,  sacrificing 
health  in  the  struggle  for  riches  or  power,  has  almost 

(195) 


Importnncc 
of  Physic  ft  I 
Culture 


Disre^Hrrl  of 
Principle  ft 


196 


Physical    Culture 


A   Cause 
of  Failure 


Teaching- 
Physiology 


Nature's 
Laws  Divine 


reached  the  object  of  his  desire,  only  to  fall  helpless, 
while  another,  possessing  superior  physical  endurance, 
grasped  the  longed-for  prize!  Through  morbid  condi- 
tions, the  result  of  neglecting  the  laws  of  health,  how 
many  have  been  led  into  evil  practises,  to  the  sacrifice  of 
every  hope  for  this  world  and  the  next! 

In  the  study  of  physiology,  pupils  should  be  led  to 
see  the  value  of  physical  energy,  and  how  it  can  be  so 
preserved  and  developed  as  to  contribute  in  the  highest 
degree  to  success  in  life's  great  struggle. 

Children  should  be  early  taught,  in  simple,  easy 
lessons,  the  rudiments  of  physiology  and  hygiene.  The 
work  should  be  begun  by  the  mother  in  the  home, 
and  should  be  faithfully  carried  forward  in  the  school. 
As  the  pupils  advance  in  years,  instruction  in  this  line 
should  be  continued,  until-  they  are  qualified  to  care  for 
the  house  they  live  in.  They  should  understand  the 
importance  of  guarding  against  disease  by  preserving 
the  vigor  of  every  organ,  and  should  also  be  taught 
how  to  deal  with  common  diseases  and  accidents. 
Every  school  should  give  instruction  ni  both  physi- 
ology and  hygiene,  and,  so  far  as  possible,  should  be 
provided  with  facilities  for  illustrating  the  structure,  use, 
and  care  of  the  body. 

There  are  matters  not  usually  included  in  the  study 
of  physiology  that  should  be  considered, — matters  of 
far  greater  value  to  the  student  than  are  many  of  the 
technicalities  commonly  taught  under  this  head.  As 
the  foundation  principle  of  all  education  in  these  lines, 
the  youth  should  be  taught  that  the  laws  of  nature  are 
the  laws  of  God, — as  truly  divine  as  are  the  precepts 
of  the  decalogue.  The  laws  that  govern  our  physical 
organism,  God  has  written  upon  eveiy  nerve,   muscle, 


Shidy   of  Physiology  197 

and  fiber  of  the  body.       Every  careless  or  wilful  viola,- 
tion  of  these  laws  is  a  sin  against  our  Creator. 

How  necessary,  then,  that  a  thorough  knowledge 
of  these  laws  should  be  imparted!  The  principles  of — — 
hygiene  as  applied  to  diet,  exercise,  the  care  of  chil- 
dren, the  treatment  of  the  sick,  and  many  like  matters, 
should  be  given  much  more  attention  than  they  ordi- 
narily receive. 

The  influence  of  the  mind  on  the  body,  as  well  as 
of  the  body  on  the  mind,  should  be  emphasized.  The 
electric  power  of  the  brain,  promoted  by  mental  activity, 
vitalizes  the  whole  system,  and  is  thus  an  invaluable  aid 
in  resisting  disease.  This  should  be  made  plain.  The 
power  of  the  will  and  the  importance  of  self-control, 
both  in  the  preservation  and  in  the  recovery  of  health, 
the  depressing  and  even  ruinous  effect  of  anger,  discon- 
tent, selfishness,  or  impurity,  and,  on  the  other  hand, 
the  marvelous  life-giving  power  to  be  found  in  cheerful- 
ness, unselfishness,  gratitude,  should  also  be  shown. 

There  is  a  physiological  truth — truth  that  we  need  to 
consider — in  the  scripture,  ''A  merr>^  [rejoicing]  heart 
doeth  good  like  a  medicine." 

"Let  thine  heart  keep  My  commandments,"  God 
says;  "for  length  of  days,  and  years  of  life,  and  peace, 
shall  they  add  to  thee."  "They  are  life  unto  those 
that  find  them,  and  health  to  all  their  flesh."  "  Pleas- 
ant words"  the  Scriptures  declare  to  be  not  only  "sweet 
to  the  soul,"  but  "health  to  the  bones." ^ 

The  youth  need  to  understand  the  deep  truth  under- 
lying the  Bible  statement  that  with  God  "is  the  fountain 
of  life."^  Not  only  is  He  the  originator  of  all,  but 
He  is  the  life  of  everything  that  lives.  It  is  His  life  that 
we  receive   in   the   sunshine,  in  the  pure,  sweet  air,   in 

1  Prov.  17:22;   3:1,  2,  margin;  4:22;   16:24.  -Ps.  36:9. 


Phy  s  if  a/    Cii  It  u  re 


Right 

Physical 

Habits 


Position 


Respiration 


the  food  which  builds  up  our  bodies  and  sustains  our 
strength.  It  is  by  His  hfe  that  we  exist,  hour  by  hour, 
moment  by  moment.  Except  as  perverted  by  sin,  all 
His  gifts  tend  to  life,  to   health   and  joy. 

"He  hath  made  everything  beautiful  in  its  time;"  ^ 
and  true  beauty  will  be  secured,  not  in  marring  God's 
work,  but  in  coming  into  harmony  with  the  laws  of 
Him  who  created  all  things,  and  who  finds  pleasure 
in  their  beauty  and  perfection. 

As  the  mechanism  of  the  body  is  studied,  attention 
should  be  directed  to  its  wonderful  adaptation  of  means 
to  ends,  the  harmonious  action  and  dependence  of  the 
various  organs.  As  the  interest  of  the  student  is  thus 
awakened,  and  he  is  led  to  see  the  importance  of 
physical  culture,  much  can  be  done  by  the  teacher  to 
.secure  proper  development  and  right  habits. 

Among  the  first  things  to  be  aimed  at  should  be  a 
correct  position,  both  in  sitting  and  in  standing.  God 
made  man  upright,  and  He  desires  him  to  possess  not 
only  the  physical  but  the  mental  and  moral  benefit,  the 
grace  and  dignity  and  self-possession,  the  courage  and 
self-reliance,  which  an  erect  bearing  so  greatly  tends 
to  promote.  Let  the  teacher  give  instruction  on  this 
point  by  example  and  by  precept.  Show  what  a  correct 
position  is,  and  insist  that  it  shall  be  maintained. 

Next  in  importance  to  right  position  are  respiration 
and  vocal  culture.  The  one  who  sits  and  stands  erect 
is  more  likely  than  others  to  breathe  properly.  But 
the  teacher  should  impress  upon  his  pupils  the  impor- 
tance of  deep  breathing.  Show  how  the  healthy  action 
of  the  respiratory  organs,  assisting  the  circulation  of  the 
blood,  invigorates  the  whole  system,  excites  the  appe- 
tite, promotes  digestion,  and  induces  sound,  sweet  sleep. 


^Ecol.   3:11,  R,   v. 


Study    of  Physiology 


199 


thus  not   only  refreshing  the   body,   but   soothing   and 
tranquihzing  the  mind.     And  while   the  importance  of 
deep  breathing  is  shown,  the  practise  should  be  insisted 
upon.      Let  exercises  be  given  which  will  promote  thisp 
and  see  that  the  habit  becomes  established. 

The  training  of  the  voice  has  an  important  place  in 
physical  culture,  since  it  tends  to  expand  and  strengthen 
the  lungs,  and  thus  to  ward  off  disease.  To  insure 
correct  delivery  in  reading  and  speaking,  see  that  the 
abdominal  muscles  have  full  play  in  breathing,  and  that 
the  respiratory  organs  are  unrestricted.  Let  the  strain 
come  on  the  muscles  of  the  abdomen,  rather  than  on 
those  of  the  throat.  Great  weariness  and  serious  dis- 
ease of  the  throat  and  lungs  may  thus  be  prevented. 
Careful  attention  should  be  given  to  securing  distinct 
articulation,  smooth,  well-modulated  tones,  and  a  not- 
too-rapid  delivery.  This  will  not  only  promote  health, 
but  will  add  greatly  to  the  agreeableness  and  efficiency 
of  the  student's  work. 

In  teaching  these  things  a  golden  opportunity  is 
afforded  for  showing  the  folly  and  wickedness  of  tight- 
lacing,  and  every  other  practise  that  restricts  vital  action. 
An  almost  endless  train  of  disease  results  from  unhealth- 
ful  modes  of  dress,  and  careful  instruction  on  this  point 
should  be  given.  Impress  upon  the  pupils  the  danger 
of  allowing  the  clothing  to  weigh  on  the  hips  or  to 
compress  any  organ  of  the  body.  The  dress  should  be 
so  arranged  that  a  full  respiration  can  be  taken,  and 
the  arms  be  raised  above  the  head  without  difficulty. 
The  cramping  of  the  lungs  not  only  prevents  their 
development,  but  hinders  the  processes  of  digestion 
and  circulation,  and  thus  weakens  the  whole  body. 
All    such    practises    lessen    both    physical    and    mental 


Training  of 
the  Voice 


Healthful 
Dress 


200 


Physical  Culture 


Cleanliness, 

Sunlight, 

Ventilation 


Knowledge 
Pvt  to  Use 


power,   thus  hindering  the  student's   advancement,  and 
often   preventing   his   success. 

In  the  study  of  hygiene  the  earnest  teacher  will 
improve  every  opportunity  to  show  the  necessity  of 
perfect  cleanliness  both  in  personal  habits  and  in  all 
one's  surroundings.  The  value  of  the  daily  bath  in 
promoting  health  and  in  stimulating  mental  action, 
should  be  emphasized.  Attention  should  be  given 
also  to  sunlight  and  ventilation,  the  hygiene  of  the 
sleeping-room  and  the  kitchen.  Teach  the  pupils  that 
a  healthful  sleeping-room,  a  thoroughly  clean  kitchen, 
and  a  tastefully  arranged,  wholesomely  supplied  table, 
will  go  farther  toward  securing  the  happiness  of  the 
family  and  the  regard  of  every  sensible  visitor  than  an)^ 
amount  of  expensive  furnishing  in  the  drawing-room. 
That  "the  life  is  more  than  meat,  and  the  body  is 
more  than  raiment,"^  is  a  lesson  no  less  needed  now 
than  when  given  by  the  divine  Teacher  eighteen  hundred 
years  ago. 

The  student  of  physiology  should  be  taught  that 
the  object  of  his  study  is  not  merely  to  gain  a  knowl- 
edge of  facts  and  principles.  This  alone  will  prove  of 
little  benefit.  He  may  understand  the  importance  of 
ventilation;  his  room  may  be  supplied  with  pure  air; 
but  unless  he  fills  his  lungs  properly,  he  will  suffer 
the  results  of  imperfect  respiration.  So  the  necessity 
of  cleanliness  may  be  understood,  and  needful  facilities 
may  be  supplied;  but  all  will  be  without  avail  unless 
put  to  use.  The  great  requisite  in  teaching  these  prin- 
ciples is  to  impress  the  pupil  with  their  importance, 
so  that  he  will  conscientiously  put  them  in  practise. 

By  a  most  beautiful  and  impressive  figure,  God's 
word  shows  the   regard   He  places   upon   our  physical 

*  l.uke  i^  :  23. 


Study   of  Physiology  201 

and  the  responsibility  resting-  on  us  to  pre- 
serve it  in  the  best  condition:  "Know  ye  not  that  your 
body  is  a  temple  of  the  Holy  Spirit  which  is  in  you, 
which  ye  have  from  God?  and  ye  are  not  your  own."  The  Body 
"If  any  man  defile  the  temple  of  God,  him  shall  God  DweUmg.piact 
destroy;  for  the  temple  of  God  is  holy,  which  temple 
ye  are."^ 

Let  pupils  be  impressed  with  the  thought  that  the 
body  is  a  temple  in  which  God  desires  to  dwell ;  that  it 
must  be  kept  pure,  the  abiding-place  of  high  and  noble 
thoughts.  As  in  the  study  of  physiology  they  see  that 
they  are  indeed  "fearfully  and  wonderfully  made,""^  they 
will  be  inspired  with  reverence.  Instead  of  marring 
God's  handiwork,  they  will  have  an  ambition  to  make 
all  that  is  possible  of  themselves,  in  order  to  fulfil  the 
Creator's  glorious  plan.  Thus  they  will  come  to  regard 
obedience  to  the  laws  of  health,  not  as  a  matter  of 
sacrifice  or  self-denial,  but  as  it  really  is,  an  inestimable 
privilege  and  blessing. 

J I  Cor.  6  :  19,  R.  V.,  margin  ;  3  :  17.  2  pg,  i^g  .  14. 


Temperance   and  Dietetics 


"every  man  that  striveth 

FOR    the    mastery    IS    TEMPERATI 
IN    ALL    things" 


Plain  Living; 

High 

Thinking 


Prevention  of 
Intemperance 


Tp  VERY  student  needs  to  understand  the  relation 
-^— ^  between  plain  living  and  high  thinking.  It  rests 
with  us  individually  to  decide  whether  our  lives  shall 
be  controlled  by  the  mind  or  by  the  body.  The  youth 
must,  each  for  himself,  make  the  choice  that  shapes  his 
life;  and  no  pains  should  be  spared  that  he  may  under- 
stand the  forces  with  which  he  has  to  deal,  and  the 
influences  which  mould  character  and   destiny. 

Intemperance  is  a  foe  against  which  all  need  to  be 
guarded.  The  rapid  increase  of  this  terrible  evil  should 
arouse  every  lover  of  his  race  to  warfare  against  it. 
The  practise  of  giving  instruction  on  temperance  topics 
in  the  schools  is  a  move  in  the  right  direction.  In- 
struction in  this  line  should  be  given  in  every  school 
and  in  every  home.  The  youth  and  children  should 
understand  the  effect  of  alcohol,  tobacco,  and  other  like 
poisons,  in  breaking  down  the  body,  beclouding  the 
mind,  and  sensualizing  the  soul.  It  should  be  made 
plain  that  no  one  who  uses  these  things  can  long  pos- 
sess the  full  strength  of  his  physical,  mental,  or  moral 
faculties. 

But  in  order  to  reach  the  root  of  intemperance  we 
must  go  deeper  than  the  use  of  alcohol  or  tobacco. 
Idleness,  lack  of  aim,  or  evil  associations,  may  be  the 


Temperance   and   Dietetics 


203 


predisposing  cause.  Often  it  is  found  at  the  home  table, 
in  famihes  that  account  themselves  strictly~temperate. 
Anything  that  disorders  digestion,  that  creates  undue 
mental  excitement,  or  in  any  way  enfeebles  the  system, 
disturbing  the  balance  of  the  mental  and  the  physical 
powers,  weakens  the  control  of  the  mind  ov^er  the  body, 
and  thus  tends  toward  intemperance.  The  downfall  of 
many  a  promising  youth  might  be  traced  to  unnatural 
appetites  created  by  an  unwholesome  diet. 

Tea  and  coffee,  condiments,  confectionery,  and  pas- 
tries are  all  active  causes  of  indigestion.  Flesh-food 
also  is  harmful.  Its  naturally  stimulating  effect  should 
be  a  sufficient  argument  against  its  use;  and  the  almost 
universally  diseased  condition  of  animals  makes  it  doubly 
objectionable.  It  tends  to  irritate  the  nerves  and  to 
excite  the  passions,  thus  giving  the  balance  of  power 
to  the  lower  propensities. 

Those  who  accustom  themselves  to  a  rich,  stimu- 
lating diet,  find  after  a  time  that  the  stomach  is  not 
satisfied  with  simple  food.  It  demands  that  which  is 
more  and  more  highly  seasoned,  pungent,  and  stimu- 
lating. As  the  nerves  become  disordered  and  the 
.system  weakened,  the  will  seems  powerless  to  resist  the 
unnatural  craving.  The  delicate  coating  of  the  stomach 
becomes  irritated  and  inflamed  until  the  most  stimulat- 
ing food  fails  of  giving  relief  A  thirst  is  created  that 
nothing  but  strong  drink  will  quench. 

It  is  the  beginnings  of  evil  that  should  be  guarded 
against.  In  the  instruction  of  the  youth  the  effect  of 
apparently  small  deviations  from  the  right  should  be 
made  very  plain.  Let  the  student  be  taught  the  value 
of  a  simple,  healthful  diet  in  preventing  the  desire  for 
unnatural  stimulants.      Let  the  habit  of  self-control  be 


Causts  of 
Intemperance 


Stimulating^ 
Diet 


Self- Control 

the 

Safeguard 


204 


Physical    Culture 


early  established.  Let  the  youth  be  Impressed  with 
the  thought  that  they  are  to  be  masters,  and  not  slaves. 
Of  the  kingdom  within  them  God  has  made  them 
rulers,  and  they  are  to  exercise  their  Heaven-appointed 
kingship.  When  such  instruction  is  faithfully  given, 
the  results  will  extend  far  beyond  the  youth  themselves. 
Influences  will  reach  out  that  will  save  thousands  of  men 
and  women  who  are  on  the  very  brink  of  ruin. 


Diet  and 

Mental 

Development 


Nutrient 

Value 

of  Foods 


The  relation  of  diet  to  intellectual  development 
should  be  given  far  more  attention  than  it  has  received. 
Mental  confusion  and  dulness  are  often  the  result  of 
errors  in   diet. 

It  is  frequently  urged  that,  in  the  selection  of  food, 
appetite  is  a  safe  guide.  If  the  laws  of  health  had 
always  been  obeyed,  this  would  be  true.  But  through 
wrong  habits,  continued  from  generation  to  generation, 
appetite  has  become  so  perverted  that  it  is  constantly 
craving  some  hurtful  gratification.  As  a  guide  it  can 
not   now  be  trusted. 

In  the  study  of  hygiene,  students  should  be  taught 
the  nutrient  value  of  different  foods.  The  effect  of  a 
concentrated  and  stimulating  diet,  also  of  foods  defi- 
cient in  the  elements  of  nutrition,  should  be  made  plain. 
Tea  and  coffee,  fine-flour  bread,  pickles,  coarse  vege- 
tables, candies,  condiments,  and  pastries  fail  of  supplying 
proper  nutriment.  Many  a  student  has  broken  down  as 
the  result  of  using  such  foods.  Many  a  puny  child, 
incapable  of  vigorous  effort  of  mind  or  body,  is  the 
victim  of  an  impoverished  diet.  Grains,  fruits,  nuts, 
and  vegetables,  in  proper  combination,  contain  all  the 
elements    of   nutrition;     and    when    properly    prepared, 


Temperance   and   iDietetii 


205 


they  constitute  the  diet  that  best  promotes  both  physical 
and  mental  strength. 

There  is  need  to  consider  not  only  the  properties  of 
the  food  but  its  adaptation  to  the  eater.  Often  food 
that  can  be  eaten  freely  by  persons  engaged  in  physical 
labor  must  be  avoided  by  those  whose  work  is  chiefly 
mental.  Attention  should  be  given  also  to  the  proper 
combination  of  foods.  By  brain-workers  and  others  of 
sedentary  pursuits,  but  i^w  kinds  should  be  taken  at  a 
meal. 

And  overeating,  even  of  the  most  wholesome  food, 
is  to  be  guarded  against.  Nature  can  use  no  more 
than  is  required  for  building  up  the  various  organs  of 
the  body,  and  excess  clogs  the  system.  Many  a  stu- 
dent is  supposed  to  have  broken  down  from  overstudy, 
when  the  real  cause  was  overeating.  While  proper 
attention  is  given  to  the  laws  of  health,  there  is  little 
danger  from  mental  taxation;  but  in  many  cases  of 
so-called  mental  failure,  it  is  the  overcrowding  of  the 
stomach  that  wearies  the  body  and  weakens  the   mind. 

In  most  cases,  two  meals  a  day  are  preferable  to 
three.  Supper,  when  taken  at  an  early  hour,  interferes 
with  the  digestion  of  the  previous  meal.  When  taken 
later,  it  is  not  itself  digested  before  bedtime.  Thus 
the  stomach  fails  of  securing  proper  rest.  The  sleep 
is  disturbed,  the  brain  and  nerves  are  wearied,  the 
appetite  for  breakfast  is  impaired,  the  whole  system 
is    unrefreshed,  and    is    unready   for   the    day's    duties. 

The  importance  of  regularity  in  the  time  for  eating 
and  sleeping  should  not  be  overlooked.  Since  the  work 
of  building  up  the  body  takes  place  during  the  hours  of 
rest,  it  is  essential,  especially  in  youth,  that  sleep  should 
be  regular  and  abundant. 


Selection ; 
Combination 


Regularity 
in  Eating 
and  Sleeping 


2o6 


Physical    Culture 


A  Social 
Season 


So  far  as  possible,  we  should  avoid  hurried  eating. 
The  shorter  the  time,  for  a  meal,  the  less  should  be 
eaten.  It  is  better  to  omit  a  meal  than  to  eat  without 
proper  mastication. 

Meal-time  should  be  a  season  for  social  intercourse 
and  refreshment.  Everything  that  can  burden  or  irri- 
tate should  be  banished.  Let  trust  and  kindliness  and 
gratitude  to  the  Giver  of  all  good  be  cherished,  and  the 
conversation  will  be  cheerful,  a  pleasant  flow  of  thought 
that  will  uplift  without  wearying. 


Benefits  of 
Temperance 


The  observance  of  temperance  and  regularity  in  all 
things  has  a  wonderful  power.  It  will  do  more  than 
circumstances  or  natural  endowments  in  promoting  that 
sweetness  and  serenity  of  disposition  'which  count  so 
much  in  smoothing  life's  pathway.  At  the  same  time 
the  power  of  self-control  thus  acquired  will  be  found 
one  of  the  most  valuable  of  equipments  for  grappling 
successfully  with  the  stern  duties  and  realities  that 
await  every  human   being. 

Wisdom's  *'ways  are  ways  of  pleasantness,  and  all 
her  paths  are  peace." ^  Let  every  youth  in  our  land, 
with  the  possibilities  before  him  of  a  destiny  higher 
than  that  of  crowned  kings,  ponder  the  lesson  con- 
veyed in  the  words  of  the  wise  man,  "Blessed  art 
thou,  O  land,  when  .  .  .  thy  princes  eat  in  due 
season,  for  strength,  and  not  for  drunkenness!"^ 

iProv.  3:17.  ^Eccl.  10:17. 


Recreation 


TO  EVERYTHING  THERE  IS 
A  season" 


'T^HERE  is  a  distinction  between  recreation  and 
-^  amusement.  Recreation,  wh'en  true  to  its  name, 
re-creation,  tends  to  strengthen  and  build  up.  Calling 
us  aside  from  our  ordinary  cares  and  occupations',  it 
affords  refreshment  for  mind  and  body,  and  thus  enables 
us  to  return  with  new  vigor  to  the  earnest  work  of  life. 
Amusement,  on  the  other  hand,  is  sought  for  the  sake 
of  pleasure,  and  is  often  carried  to  excess;  it  absorbs 
the  energies  that  are  required  for  useful  work,  and  thus 
proves  a  hindrance  to  life's  true  success. 

The  whole  body  is  designed  for  action;  and  unless 
the  physical  powers  are  kept  in  health  by  active  exer- 
cise, the  mental  powers  can  not  long  be  used  to  their 
highest  capacity.  The  physical  inaction  which  seems 
almost  inevitable  in  the  schoolroom — together  with 
other  unhealthful  conditions — makes  it  a  trying  place 
for  children,  especially  for  those  of  feeble  constitution. 
Often  the  ventilation  is  insufficient.  Ill-formed  seats 
encourage  unnatural  positions,  thus  cramping  the  action 
of  the  lungs  and  the  heart.  Here  little  children  have 
to  spend  from  three  to  five  hours  a  day,  breathing  air 
that  is  laden  with  impurity  and  perhaps  infected  with 
the  germs  of  disease.  No  wonder  that  in  the  school- 
room the  foundation  of  lifelong  illness  is  so  often  laid. 

(207) 


'Recreation; 
Amusement 


Physica  I 
Inaction ; 
the  Child 


2o8 


Physical    Culture 


Outdoor  Life 
for  Children 


Ptiysical 

Inaction; 

the  Student 


The  brain,  the  most  delicate  of  all  the  physical  organs, 
and  that  from  which  the  nervous  energy  of  the  whole 
system  is  derived,  suffers  the  greatest  injury.  By  being 
forced  into  premature  or  excessive  activity,  and  this 
under  unhealthful  conditions,  it  is  enfeebled,  and  often 
the  evil  results  are  permanent. 

Children  should  not  be  long  confined  within  doors, 
nor  should  they  be  required  to  apply  themselves  closely 
to  study  until  a  good  foundation  has  been  laid  for  phys- 
ical development.  For  the  first  eight  or  ten  years  of  a 
child's  life  the  field  or  garden  is  the  best  schoolroom, 
the  mother  the  best  teacher,  nature  the  best  lesson-book. 
Even  when  the  child  is  old  enough  to  attend  school, 
his  health  should  be  regarded  as  of  greater  importance 
than  a  knowledge  of  books.  He  should  be  surrounded 
with  the  conditions  most  favorable  to  both  physical  and 
mental  growth. 

The  child  is  not  alone  in  the  danger  from  want  of 
air  and  exercise.  In  the  higher  as  Avell  as  the  lower 
schools  these  essentials  to  health  are  still  too  often 
neglected.  Many  a  student  sits  day  after  day  in  a 
close  room  bending  over  his  books,  his  chest  so  con- 
tracted that  he  can  not  take  a  full,  deep  breath,  his 
blood  moving  sluggishly,  his  feet  cold, 'his  head  hot. 
The  body  not  being  sufficiently  nourished,  the  muscles 
are  weakened,  and  the  whole  system  is  enervated  and 
diseased.  Often  such  students  become  lifelong  inv^alids. 
They  might  have  come  from  school  with  increased 
physical  as  well  as  mental  strength,  had  they  pursued 
their  studies  under  proper  conditions,  with  regular  exer- 
cise in  the  sunlight  and  the  open  air. 

The  student  who  with  limited  time  and  means  is 
struggling  to  gain  an  education  should  realize  that  time 


Recreation 


209 


spent  in  physical  exercise  is  not  lost.  He  who  continu- 
ally pores  over  his  books  will  find,  after  a  time,  that  the 
mind  has  lost  its  freshness.  Those  who  give  proper 
attention  to  physical  development  will  make  greater 
advancement  in  literary  lines  than  they  would  if  their 
entire  time  were  devoted  to  study. 

By  pursuing  one  line  of  thought  exclusively,  the 
mind  often  becomes  unbalanced.  But  every  faculty 
may  be  safely  exercised  if  the  mental  and  physical 
powers  are  equally  taxed,  and  the  subjects  of  thought 
are  varied. 

Physical  inaction  lessens  not  only  mental  but  moral 
power.  The  brain  nerves  that  connect  with  the  whole 
system  are  the  medium  through  which  heaven  commu- 
nicates with  man,  and  affects  the  inmost  life.  Whatever 
hinders  the  circulation  of  the  electric  current  in  the 
nervous  system,  thus  weakening  the  vital  powers  and 
lessening  mental  susceptibility,  makes  it  more  difficult 
to  arouse   the  moral  nature. 

Again,  excessive  study,  by  increasing  the  flow  of 
blood  to  the  brain,  creates  morbid  excitability  that  tends 
to  lessen  the  power  of  self-control,  and  too  often  gives 
sway  to  impulse  or  caprice.  Thus  the  door  is  opened 
to  impurity.  The  misuse  or  nonuse  of  the  physical 
powers  is  largely  responsible  for  the  tide  of  corruption 
that  is  overspreading  the  world.  "Pride,  fulness  of 
bread,  and  abundance  of  idleness,"  are  as  deadly  foes 
to  human  progress  in  this  generation  as  when  they  led 
to  the  destruction  of  Sodom. 

Teachers  should  understand  these  things,  and  should 
instruct  their  pupils  in  these  lines.  Teach  the  students 
that  right  living  depends  on  right  thinking,  and  that 
physical  activity  is  essential  to  purity  of  thought.    - 


Mrntal  Effect 


Moral  Effect 


2IO 


Phy s ical    Culture 


Gymnastic 
Exercises 


Tendency  of 
Sports 


Football 
and  Boxing- 


The  question  of  suitable  recreation  for  their  pupils 
is  one  that  teachers  often  find  perplexing.  Gymnastic 
exercises  fill  a  useful  place  in  many  schools;  but  with- 
out careful  supervision  they  are  often  carried  to  excess. 
In  the  gymnasium  many  youth,  by  their  attempted  feats 
of  strength,  have  done  themselves  lifelong  injury. 

Exercise  in  a  gymnasium,  however  well  conducted, 
can  not  supply  the  place  of  recreation  in  the  open  air, 
and  for  this  our  schools  should  afford  better  opportu- 
nity. Vigorous  exercise  the  pupils  must  have.  Few 
evils  are  more  to  be  dreaded  than  indolence  and  aim- 
lessness.  Yet  the  tendency  of  most  athletic  sports  is 
a  subject  of  anxious  thought  to  those  who  have  at  heart 
the  well-being  of  the  youth.  Teachers  are  troubled  as 
they  consider  the  influence  of  these  sports  both  on  the 
student's  progress  in  school  and  on  his  success  in  after- 
life. The  games  that  occupy  so  much  of  his  time  are 
diverting  the  mind  from  study.  They  are  not  helping 
to  prepare  the  youth  for  practical,  earnest  work  in 
life.  Their  influence  does  not  tend  toward  refinement, 
generosity,  or  real  manliness. 

Some  of  the  most  popular  amusements,  such  as 
football  and  boxing,  have  become  schools  of  brutality. 
They  are  developing  the  same  characteristics  as  did  the 
games  of  ancient  Rome.  The  love  of  domination,  the 
pride  in  mere  brute  force,  the  reckless  disregard  of  life, 
are  exerting  upon  the  youth  a  power  to  demoralize 
that   is   appalling. 

Other  athletic  games,  though  not  so  brutalizing, 
are  scarcely  less  objectionable,  because  of  the  excess 
to  which  they  are  carried.  They  stimulate  the  love  of 
pleasure  and  excitement,  thus  fostering  a  distaste  for 
useful  labor,  a  disposition  to  shun  practical  duties  and 


Recreation 


21  r 


responsibilities:  They  tend  to  destroy  a  relish  for  life's 
sober  realities  and  its  tranquil  enjoyments.  Thus  the 
door  is  opened  to  dissipation  and  lawlessness,  with  their 
terrible  results. 

As  ordinarily  conducted,  parties  of  pleasure  also 
are  a  hindrance  to  real  growth,  either  of  mind  or 
of  character.  Frivolous  associations,  habits  of  extrava- 
gance, of  pleasure-seeking,  and  too  often  of  dissipation, 
are  formed,  that  shape  the  whole  life  for  evil.  In  place 
of  such  amusements,  parents  and  teachers  can  do  much 
to  supply  diversions  wholesome  and  life-giving. 

In  this,  as  in  all  things  else  that  concern  our  well- 
being,  Inspiration  has  pointed  the  way.  In  early  ages, 
with  the  people  who  were  under  God's  direction,  life 
was  simple.  They  lived  close  to  the  heart  of  nature. 
Their  children  shared  in  the  labor  of  the  parents,  and 
studied  the  beauties  and  mysteries  of  nature's  treasure- 
house.  And  in  the  quiet  of  field  and  wood  they  pon- 
dered those  mighty  truths  handed  down  as  a  sacred 
trust  from  generation  to  generation.  Such  training 
produced  strong  men. 

In  this  age,  life  has  become  artificial,  and  men  have 
degenerated.  While  we  may  not  return  fully  to  the 
simple  habits  of  those  early  times,  we  may  learn  from 
them  lessons  that  will  make  our  seasons  of  recreation 
what  the  name  implies, — seasons  of  true  upbuilding  for 
body  and  mind  and  soul. 

With  the  question  of  recreation  the  surroundings  of 
the  home  and  the  school  have  much  to  do.  In  the 
choice  of  a  home  or  the  location  of  a  school  these  things 
should  be  considered.  Those  with  whom  mental  and 
physical  well-being  is  of  greater  moment  than  money  or 
the  claims  and  customs  of  society,  should  seek  for  their 


Parties  of 
Pleasure 


Simple 
Habits  in 
Earlier  Ages 


212 


Physical    Culture 


Outdoor 
Occupations 


The 

Teacher's 
Co-operation 


children  the  benefit  of  nature's  teaching,  and  recreation 
amidst  her  surroundings.  It  would  be  a  great  aid  in 
educational  work  could  every  school  be  so  situated  as 
to  afford  the  pupils  land  for  cultivation,  and  access  to 
the  fields  and  woods. 

In  lines  of  recreation  for  the  student,  the  best  results 
will  be  attained  through  the  personal  co-operation  of  the 
teacher.  The  true  teacher  can  impart  to  his  pupils  few 
.  gifts  so  valuable  as  the  gift  of  his  own  companionship. 
It  is  true  of  men  and  women,  and  how  much  more  of 
youth  and  children,  that  only  as  we  come  in  touch 
through  sympathy  can  we  understand  them;  and  we 
need  to  understand  in  order  most  effectively  to  benefit. 
To  strengthen  the  tie  of  sympathy  between  teacher  and 
student  there  are  few  means  that  count  so  much  as 
pleasant  association  together  outside  the  schoolroom. 
In  some  schools  the  teacher  is  always  with  his  pupils 
in  their  hours  of  recreation.  He  unites  in  their  pur- 
suits, accompanies  them  in  their  excursions,  and  seems 
to  make  himself  one  with  them.  Well  would  it  be  for 
our  schools  were  this  practise  more  generally  followed. 
The  sacrifice  demanded  of  the  teacher  would  be  great, 
but  he  would  reap  a  rich  reward. 

No  recreation  helpful  only  to  themselves  will  prove 
so  great  a  blessing  to  the  children  and  youth  as  that 
which  makes  them  helpful  to  others.  Naturally  enthu- 
siastic and  impressible,  the  young  are  quick  to  respond 
to  suggestion.  In  planning  for  the  culture  of  plants, 
let  the  teacher  seek  to  awaken  an  interest  in  beautifying 
the  school-grounds  and  the  schoolroom.  A  double 
benefit  will  result  That  which  the  pupils  seek  to 
beautify  they  will  be  unwilling  to  have  marred  or 
defaced.     A  refined  taste,  a  love  of  order,  and  a  habit 


Recreation 


^n 


of  care-taking  will  be  encouraged;  and  the  spirit  of 
fellowship  and  co-operation  developed  will  prove  to 
the  pupils  a  lifelong  blessing. 

So  also  a  new  interest  may  be  given  to  the  work^ 
of  the    garden  or   the  excursion  in    field    or  wood,  as 
the   pupils  are  encouraged  to  remember  those  shut  in 
from    these    pleasant    places,  and    to    share  with    them 
the    beautiful   things  of  nature. 

The  watchful  teacher  will  find  many  opportunities 
for  directing  pupils  to  acts  of  helpfulness.  By  little 
children  especially  the  teacher  is  regarded  with  almost 
unbounded  confidence  and  respect.  Whatever  he  may 
suggest  as  to  ways  of  helping  in  the  home,  faith- 
fulness in  the  daily  tasks,  ministry  to  the  sick  or 
the  poor,  can  hardly  fail  of  bringing  forth  fruit.  And 
thus  again  a  double  gain  will  be  secured.  The  kindly 
suggestion  will  react  upon  its  author.  Gratitude  and 
co-operation  on  the  part  of  the  parents  will  lighten  the 
teacher's  burden  and  brighten  his  path. 

Attention  to  recreation  and  physical  culture  will  at 
times,  no  doubt,  interrupt  the  regular  routine  of  school 
work;  but  the  interruption  will  prove  no  real  hindrance. 
In  the  invigoration  of  mind  and  body,  the  fostering  of 
an  unselfish  spirit,  and  the  binding  together  of  pupil 
and  teacher  by  the  ties  of  common  interest  and  friendly 
association,  the  expenditure  of  time  and  effort  will  be 
repaid  a  hundredfold.  A  blessed  outlet  will  be  afforded 
for  that  restless  energy  which  is  so  often  a  source  of 
danger  to  the  young.  As  a  safeguard  against  evil,  the 
preoccupation  of  the  mind  with  good  is  worth  more 
than   unnumbered    barriers  of  law  and  discipline. 


Encouraf^e 
Helpfulness 


A  Safeguard 
against  Evil 


Ma  mtal    Tra  i  Jt  i  7tg 


'STUDY  TO  WORK  WITH  YOUR 
OWN  hands" 


Labor 
a  Blessing- 


A  T  the  creation,  labor  was  appointed  as  a  blessing. 
■^~^  It  meant  development,  power,  happiness.  The 
changed  condition  of  the  earth  through  the  curse  of 
sin  has  brought  a  change  in  the  conditions  of  labor; 
yet  though  now  attended  with  anxiety,  weariness,  and 
pain,  it  is  still  a  source  of  happiness  and  development. 
And  it  is  a  safeguard  against  temptation.  Its  disci- 
pline places  a  check  on  self-indulgence,  and  promotes 
industry,  purity,  and  firmness.  Thus  it  becomes  a  part 
of  God's  great  plan  for  our  recovery  from  the  fall. 

The  youth  should  be  led  to  see  the  true  dignity  of 

labor.      Show    them    that    God    is   a   constant  worker. 

Dignity  of     w\  thiugs   in   uaturc   do   their  allotted  work.     Action 

Labor 

pervades  the  whole  creation,  and  in  order  to  fulfil  our 
mission  we  too  must  be  active. 

In  our  labor  we  are  to  be  workers  together  with 
God.  He  gives  us  the  earth  and  its  treasures;  but  we 
must  adapt  them  to  our  use  and  comfort.  He  causes 
the  trees  to  grow;  but  we  prepare  the  timber  and  build 
the  house.  He  has  hidden  in  the  earth  the  gold  and 
silver,  the  iron  and  coal ;  but  it  is  only  through  toil  that 
we  can  obtain  them. 

Show  that,  while  God  has  created  and  constantly 
controls  all  things,  He  has  endowed  us  with  a  power 
(214) 


Manual    Training 


215 


not  wholly  unlike  His.  To  us  has  been  given  a  degree 
of  control  over  the  forces  of  nature.  As  God  called 
forth  the  earth  in  its  beauty  out  of  chaos,  so  we  can 
bring  order  and  beauty  out  of  confusion.  And  though 
all  things  are  now  marred  with  evil,  yet  in  our  com- 
pleted work  we  feel  a  joy  akin  to  His,  when,  looking 
on  the  fair  earth,  He  pronounced  it  "very  good." 

As  a  rule,  the  exercise  most  beneficial  to  the  youth 
will  be  found  in  useful  employment.  The  little  child 
finds  both  diversion  and  development  in  play;  and  his 
sports  should  be  such  as  to  promote  not  only  physical 
but  mental  and  spiritual  growth.  As  he  gains  strength 
and  intelligence,  the  best  recreation  will  be  found  in 
some  line  of  effort  that  is  useful.  That  which  trains 
the  hand  to  helpfulness,  and  teaches  the  young  to  bear 
their  share  of  life's  burdens,  is  most  effective  in  pro- 
moting the  growth  of  mind  and  character. 

The  youth  need  to  be  taught  that  life  means  earnest 
work,  responsibility,  care-taking.  They  need  a  training 
that  will  make  them  practical, — men  and  women  who 
can  cope  with  emergencies.  They  should  be  taught 
that  the  discipline  of  systematic,  well-regulated  labor  is 
essential,  not  only  as  a  safeguard  against  the  vicissitudes 
of  life,  but  as  an  aid  to  all-round  development. 

Notwithstanding  all  that  has  been  said  and  written 
concerning  the  dignity  of  labor,  the  feeling  prevails  that 
it  is  degrading.  Young  men  are  anxious  to  become 
teachers,  clerks,  merchants,  physicians,  lawyers,  or  to 
occupy  some  other  position  that  does  not  require  phys- 
ical toil.  Young  women  shun  housework,  and  seek  an 
education  in  other  lines.  These  need  to  learn  that  no 
man  or  woman  is  degraded  by  honest  toil.  That  which 
degrades  is  idleness  and  selfish  dependence.      Idleness 


with  God 


An  Essential 
Discipline 


2l6 


Physical   Culture 


Idleness 
Degrading 


Knowledge 

of  Common 

Duties 


fosters  self-indulgence,  and  the  result  is  a  life  empty 
and  barren, — a  field  inviting  the  growth  of  every  evil. 
"The  earth  which  drinketh  in  the  rain  that  cometh  oft 
upon  it,  and  bringeth  forth  herbs  meet  for  them  by 
whom  it  is  dressed,  receiveth  blessing  from  God;  but 
that  which  beareth  thorns  and  briers  is  rejected,  and  is 
nigh  unto  cursing;    whose  end  is  to  be  burned."* 

Many  of  the  branches  of  study  that  consume  the 
student's  time  are  not  essential  to  usefulness  or  hap- 
piness; but  it  is  essential  for  every  youth  to  have  a 
thorough  acquaintance  with  every-day  duties.  If  need 
be,  a  young  woman  can  dispense  with  a  knowledge  of 
French  and  algebra,  or  even  of  the  piano;  but  it  is 
indispensable  that  she  learn  to  make  good  bread,  to 
fashion  neatly-fitting  garments,  and  to  perform  effi- 
ciently the  many  duties  that  pertain  to  home-making. 

To  the  health  and  happiness  of  the  whole  family 
nothing  is  more  vital  than  skill  and  intelligence  on 
the  part  of  the  cook.  By  ill-prepared,  unwholesome 
food  she  may  hinder  and  even  ruin  both  the  adult's 
usefulness  and  the  child's  development.  Or  by  provid- 
ing food  adapted  to  the  needs  of  the  body,  and  at  the 
same  time  inviting  and  palatable,  she  can  accomplish 
as  much  in  the  right  as  otherwise  she  accomplishes  in 
the  wrong  direction.  So,  in  many  ways,  Hfe's  happi- 
ness is  bound  up  with  faithfulness  in  common  duties. 

Since  both  men  and  women  have  a  part  in  home- 
making,  boys  as  well  as  girls  should  gain  a  knowledge 
of  household  duties.  To  make  a  bed  and  put  a  room 
in  order,  to  wash  dishes,  to  prepare  a  meal,  to  wash 
and  repair  his  own  clothing,  is  a  training  that  need  not 
make  any  boy  less  manly;  it  will  make  him  happier 
and  more    useful.      And  if  girls,  in    turn,  could    learn 

1  Heb.  6:7,  8. 


Manual    7 raining 


211 


to  harness  and  drive  a  horse,  and  to  use  the  saw  and 
the  hammer,  as  well  as  the  rake  and  the  hoe,  they 
would  be  better  fitted  to  meet  the  emergencies  of  life. 

Let  the  children  and  youth  learn  from  the  Bible^ 
how  God  has  honored  the  work  of  the  every-day  toiler. 
Let  them  read  of  the  "sons  of  the  prophets,"^  students 
at  school,  who  were  building  a  house  for  themselves, 
and  for  whom  a  miracle  was  wrought  to  save  from  loss 
the  ax  that  was  borrowed.-  Let  them  read  of  Jesus  the 
carpenter,  and  Paul  the  tent-maker,  who  with  the  toil  of 
the  craftsman  linked  the  highest  ministry,  human  and 
divine.  Let  them  read  of  the  lad  whose  five  loaves 
were  used  by  the  Saviour  in  that  wonderful  miracle 
for  the  feeding  of  the  multitude;  of  Dorcas  the  seam- 
stress, called  back  from  death,  that  she  might  continue 
to  make  garments  for  the  poor;  of  the  wise  woman  de- 
scribed in  the  Proverbs,  who  "seeketh  wool  and  flax, 
and  worketh  wilHngly  with  her  hands;"  who  "giveth 
meat  to  her  household,  and  their  task  to  her  maidens;" 
who  "planteth  a  vineyard,  .  .  .  and  strengtheneth 
her  arms;"  who  **stretcheth  out  her  hand  to  the  poor; 
yea,  .  .  .  reacheth  forth  her  hands  to  the  needy;" 
who  *4ooketh  well  to  the  ways  of  her  household,  and 
eateth  not  the  bread  of  idleness."'^ 

Of  such  a  one,  God  says:  "She  shall  be  praised. 
Give  her  of  the  fruit  of  her  hands;  and  let  her  own 
works  praise  her  in  the  gates.  "^ 

F'or  every  child  the  first  industrial  school  should  be 
the  home.  And,  so  far  as  possible,  facilities  for  manual 
training  should  be  connected  with  every  school.  To  a 
great  degree  such  training  would  supply  the  place  of 
the  gymnasium,  with  the  additional  benefit  of  affording 
valuable  discipline. 

I2  Kings  6 : 1-7.      2  Prov.  31  :  13.  15,  R.  V. ;  31 :  16,  17,  20,  27.      ^  prov.  31  :  30,  31. 


Honor  to 
the  Toiler 


First 

Industrial 

School 


2l8 


Physical    Culture 


Schools  for 

Manual 

Training' 


Learning  a 
Trade 


Financial 
Outlay 


Manual  training  is  deserving  of  far  more  attention 
than  it  has  received.  Schools  should  be  established 
that,  in  addition  to  the  highest  mental  and  moral  cul- 
ture, shall  provide  the  best  possible  facilities  for  phys- 
ical development  and  industrial  training.  Instruction 
should  be  given  in  agriculture,  manufactures, — covering 
as  many  as  possible  of  the  most  useful  trades, — also  in 
household  economy,  healthful  cookery,  sewing,  hygienic 
dressmaking,  the  treatment  of  the  sick,  and  kindred 
lines.  Gardens,  workshops,  and  treatment-rooms  should 
be  provided,  and  the  work  in  every  line  should  be  under 
the  direction  of  skilled  instructors. 

The  work  should  have  a  definite  aim,  and  should 
be  thorough.  While  every  person  needs  some  knowl- 
edge of  different  handicrafts,  it  is  indispensable  that  he 
become  proficient  in  at  least  one.  Every  youth,  on 
leaving  school,  should  have  acquired  a  knowledge  of 
some  trade  or  occupation  by  which,  if  need  be,  he 
may  earn  a  livelihood. 

The  objection  most  often  urged  against  industrial 
training  in  the  schools  is  the  large  outlay  involved. 
But  the  object  to  be  gained  is  worthy  of  its  cost.  No 
other  work  committed  to  us  is  so  important  as  the  train- 
ing of  the  youth,  and  every  outlay  demanded  for  its 
right  accomplishment  is  means  well  spent. 

Even  from  the  view-point  of  financial  results,  the 
outlay  required  for  manual  training  would  prove  the 
truest  economy.  Multitudes  of  our  boys  would  thus 
be  kept  from  the  street-corner  and  the  groggery;  the 
expenditure  for  gardens,  workshops,  and  baths  would 
be  more  than  met  by  the  saving  on  hospitals  and 
reformatories.  And  the  youth  themselves,  trained  to 
habits   of  industry,   and  skilled  in   lines  of  useful   and 


Manual    Training 


219 


productive    labor, — who    can    estimate    their   value    to 
society  and  to  the  nation? 

As  a  relaxation  from  study,  occupations  pursued  in 
the  open  air,  and  affording  exercise  for  the  whole  body, 
are  the  most  beneficial.  No  line  of  manual  training  is 
of  more  value  than  agriculture.  A  greater  effort  should 
be  made  to  create  and  to  encourage  an  interest  in  agri- 
cultural pursuits.  Let  the  teacher  call  attention  to  what 
the  Bible  says  about  agriculture:  that  it  was  God's  plan 
for  man  to  till  the  earth;  that  the  first  man,  the  ruler  of 
the  whole  world,  was  given  a  garden  to  cultivate;  and 
that  many  of  the  world's  greatest  men,  its  real  nobility, 
have  been  tillers  of  the  soil.  Show  the  opportunities  in 
such  a  life.  The  wise  man  says,  "The  king  himself  is 
served  by  the  field. "^  Of  him  who  cultivates  the  soil 
the  Bible  declares,  "His  God  doth  instruct  him  to  dis- 
cretion, and  doth  teach  him."  And  again,  "Whoso 
keepeth  the  fig-tree  shall  eat  the  fruit  thereof""^  He 
who  earns  his  livelihood  by  agriculture  escapes  many 
temptations  and  enjoys  unnumbered  privileges  and 
blessings  denied  to  those  whose  work  lies  in  the  great 
cities.  And  in  these  days  of  mammoth  trusts  and 
business  competition,  there  are  few  who  enjoy  so  real 
an  independence  and  so  great  certainty  of  fair  return 
for  their  labor  as  does  the  tiller  of  the  soil. 

In  the  study  of  agriculture,  let  pupils  be  given  not 
only  theory,  but  practise.  While  they  learn  what  sci- 
ence can  teach  in  regard  to  the  nature  and  preparation 
of  the  soil,  the  value  of  different  crops,  and  the  best 
methods  of  production,  let  them  put  their  knowledge  to 
use.  Let  teachers  share  the  work  with  the  students, 
and  show  what  results  can  be  achieved  through  skilful, 
intelligent  effort.      Thus    may  be   awakened   a    genuine 

lEccl.  5  :  9.  2isa.  28  :  26;    Prov.  27  :  18. 


Agriculture 


The  Teaching 
to  be 
Practical 


220 


Physical    Culture 


For  the 
Unemployed 


Training-  for 

Professional 

Men 


Benefit  to 
the  Physician 


interest,  an  ambition  to  do  the  work  in  the  best  possible 
manner.  Such  an  ambition,  -together  with  the  invigora- 
ting effect  of  exercise,  sunshine,  and  pure  air,  will  create 
a  love  for  agricultural  labor  that  with  many  youth  will 
determine  their  choice  of  an  occupation.  Thus  might 
be  set  on  foot  influences  that  would  go  far  in  turning  the 
tide  of  migration  which  now  sets  so  strongly  toward  the 
great  cities. 

Thus  also  our  schools  could  aid  effectively  in  the 
disposition  of  the  unemployed  masses.  Thousands  of 
helpless  and  starving  beings,  whose  numbers  are  daily 
swelling  the  ranks  of  the  criminal  classes,  might  achieve 
self-support  in  a  happy,  healthy,  independent  life  if  they 
could  be  directed  in  skilful,  diligent  labor  in  the  tilling 
of  the  soil. 

The  benefit  of  manual  training  is  needed  also  by 
professional  men.  A  man  may  have  a  brilliant  mind; 
he  may  be  quick  to  catch  ideas;  his  knowledge  and 
skill  may  secure  for  him  admission  to  his  chosen  calling; 
yet  he  may  still  be  far  from  possessing  a  fitness  for  its 
duties.  An  education  derived  chiefly  from  books  leads 
to  superficial  thinking.  Practical  work  encourages  close 
observation  and  independent  thought.  Rightly  per- 
formed, it  tends  to  develop  that  practical  wisdom  which 
we  call  common  sense.  It  develops  ability  to  plan  and 
execute,  strengthens  courage  and  perseverance,  and  calls 
for  the  exercise  of  tact  and  skill. 

The  physician  who  has  laid  a  foundation  for  his  pro- 
fessional knowledge  by  actual  service  in  the  sick-room 
will  have  a  quickness  of  insight,  an  all-round  knowl- 
edge, and  an  ability  in  emergencies  to  render  needed 
service, — all  essential  qualifications,  which  only  a  prac- 
tical training  can  so  fully  impart. 


Manual    Training 


221 


The  minister,  the  missionary,  the  teacher,  will  find 
their  influence  with  the  people  greatly  increased  when 
it  is  manifest  that  they  possess  the  knowledge  and  skill 
required  for  the  practical  duties  of  every-day  life.  And 
often  the  success,  perhaps  the  very  life,  bf  the  mission- 
ary, depends  on  his  knowledge  of  practical  things.  The 
ability  to  prepare  food,  to  deal  with  accidents  and  emer- 
gencies, to  treat  disease,  to  build  a  house,  or  a  church 
if  need  be, — often  these  make  all  the  difference  between 
success  and  failure  in  his  life-work. 

In  acquiring  an  education,  many  students  would 
gain  a  most  valuable  training  if  they  would  become 
self-sustaining.  Instead  of  incurring  debts,  or  depend- 
ing on  the  self-denial  of  their  parents,  let  young  men 
and  young  women  depend  on  themselves.  They  will 
thus  learn  the  value  of  money,  the  value  of  time, 
strength,  and  opportunities,  and  will  be  under  far  less 
temptation  to  indulge  idle  and  spendthrift  habits.  The 
lessons  of  economy,  industry,  self-denial,  practical  busi- 
ness management,  and  steadfastness  of  purpose,  thus 
mastered,  would  prove  a  most  important  part  of  their 
equipment  for  the  battle  of  life.  And  the  lesson  of 
self-help  learned  by  the  student  would  go  far  toward 
preserving  institutions  of  learning  from  the  burden 
of  debt  under  which  so  many  schools  have  struggled, 
and  which  has  done  so  much  toward  crippling  their 
usefulness. 

Let  the  youth  be  impressed  with  the  thought  that 
education  is  not  to  teach  them  how  to  escape  life's 
disagreeable  tasks  and  heavy  burdens;  that  its  purpose 
is  to  lighten  the  work  by  teaching  better  methods  and 
higher  aims.  Teach  them  that  life's  true  aim  is  not 
to  secure  the  greatest  possible  gain  for  themselves,  but 


To  Minister, 
Missionary, 
Teacher 


Students 
Self-Sus  taining 


222 


Physical  Culture 


A ccuracy 

and 

Thoroughness 


Masters 
of  Labor 


to  honor  their  Maker  in  doing  their  part  of  the  world's 
work,  and  lending  a  helpful  hand  to  those  weaker  or 
more  ignorant. 

One  great  reason  why  physical  toil  is  looked  down 
on  is  the  slipshod,  unthinking  way  in  which  it  is  so 
often  performed.  It  is  done  from  necessity,  not  from 
choice.  The  worker  puts  no  heart  into  it,  and  he 
neither  preserves  self-respect  nor  wins  the  respect  of 
others.  Manual  training  should  correct  this  error.  It 
should  develop  habits  of  accuracy  and  thoroughness. 
Pupils  should  learn  tact  and  system;  they  should  learn 
to  economize  time,  and  to  make  every  move  count. 
They  should  not  only  be  taught  the  best  methods, 
but  be  inspired  with  ambition  constantly  to  improve. 
Let  it  be  their  aim  to  make  their  work  as  nearly 
perfect   as  human   brains  and  hands  can   make   it. 

Such  training  will  make  the  youth  masters  and  not 
slaves  of  labor.  It  will  lighten  the  lot  of  the  hard 
toiler,  and  will  ennoble  even  the  humblest  occupation. 
He  who  regards  work  as  mere  drudgery,  and  settles 
down  to  it  with  self-complacent  ignorance,  making  no 
effort  to  improve,  will  find  it  indeed  a  burden.  But 
those  who  recognize  science  in  the  humblest  work  will 
see  in  it  nobility  and  beauty,  and  will  take  pleasure  in 
performing  it  with  faithfulness  and  efficiency. 

A  youth  so  trained,  whatever  his  calling  in  life,  so 
long  as  it  is  honest,  will  make  his  position  one  of 
usefulness  and  honor. 


Character- Building 


'See  that  thou  make  all  things  according   to 
-the  pattern  showed  to  thee  in  the  mount'* 


Education    and   Character 


the  stability  of  thy 
times  shall  be  wisdom  and 
knowledge" 


'^i^RUE  education  does  not  ignore  the  value  of  scien- 
-^  tific  knowledge  or  literary  acquirements;  but  above 
information  it  values  power;  above  power,  goodness; 
above  intellectual  acquirements,  character.  The  world 
does  not  so  much  need  men  of  great  intellect  as  of 
noble  character.  It  needs  men  in  whom  ability  is  con- 
trolled by  steadfast  principle. 

''Wisdom  is  the  principal  thing;  therefore  get 
wisdom."  "The  tongue  of  the  wise  useth  knowledge 
aright."^  True  education  imparts  this  wisdom.  It 
teaches  the  best  use  not  only  of  one  but  of  all  our 
powers  and  acquirements.  Thus  it  covers  the  whole 
circle  of  obligation, — to  ourselves,  to  the  world,  and 
to  God. 

Character-building  is  the  most  important  work  ever 
entrusted  to  human  beings;  and  never  before  was  its 
diligent  study  so  important  as  now.  Never  was  any 
previous  generation  called  to  meet  issues  so  momentous; 
never  before  were  young  men  and  young  women  con- 
fronted by  perils  so  great  as  confront  them  to-day. 

At  such  a  time  as  this,  what  is  the  trend  of  the 
education  given?  To  what  motive  is  appeal  most  often 
made? — To  self-seeking.  Much  of  the  education  given 
is   a  perversion  of  the   name.      In   true   education   the 


Character 
the  Highest 
Aim 


Outlook  for 
the  Youth 


iPi 


(225) 


15 


226 


Charade  r-  Building 


Perils  in 
the  Schools 


Rivalry 


Pagan 
Authors 


selfish  ambition,  the  greed  for  power,  the  disregard  for 
the  rights  and  needs  of  humanity,  that  are  the  curse  of 
our  world,  find  a  counter-influence.  God's  plan  of  life 
has  a  place  for  every  human  being.  Each  is  to  improve 
his  talents  to  the  utmost;  and  faithfulness  in  doing  this, 
be  the  gifts  few  or  many,  entitles  one  to  honor.  In 
God's  plan  there  is  no  place  for  selfish  rivalry.  Those 
who  "measure  themselves  by  themselves,  and  compare 
themselves  among  themselves,  are  not  wise."  What- 
ever we  do  is  to  be  done  '*as  of  the  ability  which  God 
giveth."  It  is  to  be  done  "heartily,  as  to  the  Lord, 
and  not  unto  men ;  knowing  that  of  the  Lord  ye  shall 
receive  the  reward  of  the  inheritance;  for  ye  serve  the 
Lord  Christ."^  Precious  the  service  done  and  the  edu- 
cation gained  in  carrying  out  these  principles.  But  how 
widely  different  is  much  of  the  education  now  given! 
From  the  child's  earliest  years  it  is  an  appeal  to  emula- 
tion and  rivalry;  it  fosters  selfishness,  the  root  of  all  evil. 

Thus  is  created  strife  for  supremacy;  and  there  is 
encouraged  the  system  of  "cramming,"  which  in  so 
many  cases  destroys  health  and  unfits  for  usefulness. 
In  many  others,  emulation  leads  to  dishonesty;  and  by 
fostering  ambition  and  discontent,  it  embitters  the  life, 
and  helps  to  fill  the  world  with  those  restless,  turbu- 
lent spirits  that  are  a  continual  menace  to  society. 

Nor  does  danger  pertain  to  methods  only.  It  is 
found  also  in  the   subject-matter  of  the  studies. 

What  are  the  works  on  which,  throughout  the  most 
susceptible  years  of  life,  the  minds  of  the  youth  are  led 
to  dwell?  In  the  study  of  language  and  literature,  from 
what  fountains  are  the  youth  taught  to  drink? — From 
the  wells  of  paganism;  from  springs  fed  by  the  cor- 
ruptions of  ancient  heathendom.     They  are  bidden  to 

1  2  Cor.  10:12;    I  Peter  4  :  n  ;    €01.3:23,24, 


Education    and    Character 


227 


study  authors,  of  whom,  without  dispute,  it  is  declared 
that  they  have  no  regard  for  the  principles  of  morality. 

And  of  how  many  modern  authors  also  might  the 
same  be  said !  With  how  many  are  grace  and  beauty 
of  language  but  a  disguise  for  principles  that  in  their 
real  deformity  would  repel  the  reader! 

Besides  these  there  is  a  multitude  of  fiction -writers, 
luring  to  pleasant  dreams  in  palaces  of  ease.  These 
writers  may  not  be  open  to  the  charge  of  immorality, 
yet  their  work  is  no  less  really  fraught  with  evil.  It 
is  robbing  thousands  upon  thousands  of  the  time  and 
energy  and  self-discipline  demanded  by  the  stern  prob- 
lems of  life. 

In  the  study  of  science,  as  generally  pursued,  there 
are  dangers  equally  great.  Evolution  and  its  kindred 
errors  are  taught  in  schools  of  every  grade,  from  the 
kindergarten  to  the  college.  Thus  the  study  of  science, 
which  should  impart  a  knowledge  of  God,  is  so  mingled 
with  the  speculations  and  theories  of  men  that  it  tends 
to  infidelity. 

Even  Bible  study,  as  too  often  conducted  in  the 
schools,  is  robbing  the  world  of  the  priceless  treasure 
of  the  word  of  God.  The  work  of  "higher  criticism," 
in  dissecting,  conjecturing,  reconstructing,  is  destroying 
faith  in  the  Bible  as  a  divine  revelation;  it  is  robbing 
God's  word  of  power  to  control,  uplift,  and  inspire 
human  lives. 

As  the  youth  go  out  into  the  world,  to  encounter 
its  allurements  to  sin, — the  passion  for  money-getting, 
for  amusement  and  indulgence,  for  display,  luxury,  and 
extravagance,  the  overreaching,  fraud,  robbery,  and  ruin, 
— what  are  the  teachings  there  to  be  met? 

Spiritualism  asserts  that  men  are  unfallen  demigods; 


Fiction 


False  Science 


"Higher 
Criticism 


2  2'8 


Character-  Building 


Perils  in 
the  World 


Anarch  V 


Fnunrtation 
>f  CbarHcter 


that  **each  mind  will  judge  itself;"  that  "true  knowl- 
edge places  men  above  all  law;"  that  "all  sins  com- 
mitted are  innocent;"  for  "whatever  is,  is  right,"  and 
"God  doth  not  condemn."  The  basest  of  human  be- 
ings it  represents  as  in  heaven,  and  highly  exalted  there. 
Thus  it  declares  to  all  men,  "It  matters  not  what  you 
do;  live  as  you  please,  heaven  is  your  home."  Multi- 
tudes are  thus  led  to  believe  that  desire  is  the  highest 
law,  that  license  is  liberty,  and  that  man  is  accountable 
only  to  himself. 

With  such  teaching  given  at  the  very  outset  of  life, 
when  impulse  is  strongest,  and  the  demand  for  self- 
restraint  and  purity  is  most  urgent,  where  are  the  safe- 
guards of  virtue?  what  is  to  prevent  the  world  from 
becoming  a  second  Sodom? 

At  the  same  time  anarchy  is  seeking  to  sweep  away 
all  law,  not  only  divine,  but  human.  The  centralizing 
of  wealth  and  power;  the  vast  combinations  for  the 
enriching  of  the  few  at  the  expense  of  the  many;  the 
combinations  of  the  poorer  classes  for  the  defense  of 
their  interests  and  claims;  the  spirit  of  unrest,  of  riot 
and  bloodshed;  the  world-wide  dissemination  of  the 
same  teachings  that  led  to  the  French  Revolution, — 
all  are  tending  to  involve  the  whole  world  in  a  struggle 
similar  to  that  which  convulsed  France. 

Such  are  the  influences  to  be  met  by  the  youth  of 
to-day.  To  stand  amidst  such  upheavals  they  are  now 
to  lay  the  foundation^  of  character. 

In  every  generation  and  in  every  land  the  true  foun- 
dation and  pattern  for  character-building  have  been  the 
same.  The  divine  law,  "Thou  shalt  love  the  Lord  thy 
God  with  all  thy  heart,  .  .  .  and  thy  neighbor 
as  thyself,"^  the    great   principle  made  manifest  in  the 

1  Luke  10  :  27. 


merits 


Education    and    Character  229 

character  and   life  of  our  Saviour,   is    the    only  secure 
foundation  and  the  only  sure  guide. 

"The    stability   of  thy   times    and    the    strength    of       _ 
thy    happiness    shall    be    wisdom    and    knowledge,"^ — 
that  wisdom   and   knowledge  which  God's  word  alone 
can  impart. 

It  is  as  true  now  as  when  the  words  were  spoken      God's 

.      .  Command- 

to  Israel  of  obedience  to  His  commandments:   **  Ihis  is 

your  wisdom  and    your  understanding    in  the  sight  of 

the  nations."^ 

Here  is  the  only  safeguard  for  individual  integrity, 

for  the  purity  of  the  home,  the  well-being  of  society,  or 

the  stability  of  the  nation.     Amidst  all  life's  perplexities 

and    dangers  and    conflicting    claims,  the  one  safe  and 

sure  rule  is  to   do  what   God    says.      "The  statutes  of 

the  Lord  are  right,"  and  "he  that  doeth  these  things 

shall  never  be  moved. "^ 

ilsa.  33:  6,  Leaser's  Translation.  2peut.  4:6.  '^Ps.  19:8;    15:5. 


AI  e  tJio  ds    of   T  c  a  c  h  i  ng 


TO    GIVK    PRUDENCE    TO    THE 
S  I  M  P  L  12  ,     1  O    THE     YOUNG    MAN 
KNOWLEDGE    AND    DISCRETION' 


Memory 
Training 


Inability  to 
Discriminate 


7~^  OR  ages  education  has  had  to  do  chiefly  with  the 
-^  memory.  This  faculty  has  been  taxed  to  the 
utmost,  while  the  other  mental  powers  have  not  been 
correspondingly  developed.  Students  have  spent  their 
time  in  laboriously  crowding  the  mind  with  knowledge, 
very  little  of  which  could  be  utilized.  The  mind  thus 
burdened  with  that  which  it  can  not  digest  and  assimi- 
late is  weakened;  it  becomes  incapable  of  vigorous,  self- 
reliant  effort,  and  is  content  to  depend  on  the  judgment 
and  perception  of  others. 

Seeing  the  evils  of  this  method,  some  have  gone 
to  another  extreme.  In  their  view,  man  needs  only 
to  develop  that  which  is  within  him.  Such  education 
leads  the  student  to  self-sufficiency,  thus  cutting  him  off 
from  the  source  of  true   knowledge  and  power. 

The  education  that  consists  in  the  training  of  the 
memory,  tending  to  discourage  independent  thought, 
has  a  moral  bearing  which  is  too  little  appreciated.  As 
the  student  sacrifices  the  power  to  reason  and  judge  for 
himself,  he  becomes  incapable  of  discriminating  between 
truth  and  error,  and  falls  an  easy  prey  to  deception. 
He  is  easily  led  to  follow  tradition  and  custom. 

It  is  a  fact   widely  ignored,   though   never  without 
(230) 


Methods   of    Teaching 


231 


danger,  that  error  rarely  appears  for  what  it  really  is. 
It  is  by  mingling  with  or  attaching  itself  to  truth  that 
it  gains  acceptance.  The  eating  of  the  tree  of  knowl- 
edge of  good  and  evil  caused  the  ruin  of  our  first 
parents,  and  the  acceptance  of  a  mingling  of  good  and 
evil  is  the  ruin  of  men  and  women  to-day.  The  mind 
that  depends  upon  the  judgment  of  others  is  certain, 
sooner  or  later,  to  be  misled. 

The  power  to  discriminate  between  right  and  wrong 
we  can  possess  only  through  individual  dependence  upon 
God.  Each  for  himself  is  to  learn  from  Him  through 
His  word.  Our  reasoning  powers  were  given  us  for 
use,  and  God  desires  them  to  be  exercised.  *'Come 
now,  and  let  us  reason  together,"^  He  invites  us.  In 
reliance  upon  Him  we  may  have  wisdom  to  ** refuse 
the  evil,  and  choose  the  good."^ 

In  all  true  teaching  the  personal  element  is  essential. 
Christ  in  His  teaching  dealt  with  men  individually.  It 
was  by  personal  contact  and  association  that  He  trained 
the  twelve.  It  was  in  private,  often  to  but  one  listener, 
that  He  gave  His  most  precious  instruction.  To  the 
honored  rabbi  at  the  night  conference  on  the  Mount  of 
Olives,  to  the  despised  woman  at  the  well  of  Sychar, 
He  opened  His  richest  treasures;  for  in  these  hearers 
He  discerned  the  impressible  heart,  the  open  mind, 
the  receptive  spirit.  Even  the  crowd  that  so  often 
thronged  His  steps  was  not  to  Christ  an  indiscriminate 
mass  of  human  beings.  He  spoke  directly  to  every 
mind  and  appealed  to  every  heart.  He  watched  the 
faces  of  His  hearers,  marked  the  lighting  up  of  the 
countenance,  the  quick,  responsive  glance,  which  told 
that  truth  had  reached  the  soul;  and  there  vibrated  in 
His  heart  the  answering  chord  of  sympathetic  joy. 


Reason  and 
Faith 


Individual 
Development 


1  Isa.  1 : 18. 


^James  1:5;   Isa.  7: 15. 


232 


Character -Building 


A  Present 
Need 


Application 


Christ  discerned  the  possibiHties  in  every  human 
being.  He  was  not  turned  aside  by  an  unpromising 
exterior  or  by  unfavorable  surroundings.  He  called 
Matthew  from  the  toll-booth,  and  Peter  and  his  brethren 
from  the  fishing  boat,  to  learn  of  Him. 

The  same  personal  interest,  the  same  attention  to 
individual  development,  are  needed  in  educational  work 
to-day.  Many  apparently  unpromising  youth  are  richly 
endowed  with  talents  that  are  put  to  no  use.  Their 
faculties  lie  hidden  because  of  a  lack  of  discernment 
on  the  part  of  their  educators.  In  many  a  boy  or 
girl  outwardly  as  unattractive  as  a  rough-hewn  stone, 
may  be  found  precious  material  that  will  stand  the  test 
of  heat  and  storm  and  pressure.  The  true  educator, 
keeping  in  view  what  his  pupils  may  become,  will  rec- 
ognize the  value  of  the  material  upon  which  he  is 
working.  He  will  take  a  personal  interest  in  each 
pupil,  and  will  seek  to  develop  all  his  powers.  How- 
ever imperfect,  every  effort  to  conform  to  right  prin^ 
ciples  will  be  encouraged. 

Every  youth  should  be  taught  the  necessity  and  the 
power  of  application.  Upon  this,  far  more  than  upon 
genius  or  talent,  does  success  depend.  Without  appli- 
cation the  most  brilliant  talents  avail  little,  while  with 
rightly  directed  effort  persons  of  very  ordinary  natural 
abilities  have  accomplished  wonders.  And  genius,  at 
whose  achievements  we  marvel,  is  almost  invariably 
united  with  untiring,  concentrated  effort. 

The  youth  should  be  taught  to  aim  at  the  develop- 
ment of  all  their  faculties,  the  weaker  as  well  as  the 
stronger.  With  many  there  is  a  disposition  to  restrict 
their  study  to  certain  lines,  for  which  they  have  a 
natural  liking.     This  error  should  be  guarded  against. 


Methods   of    Teaching 


233 


The  natural  aptitudes  indicate  the  direction  of  the  Hfe- 
work,  and,  when  legitimate,  should  be  carefully  culti- 
vated. At  the  same  time  it  must  be  kept  in  mind 
that  a  well-balanced  character  and  efficient  work  in 
any  line  depend,  to  a  great  degree,  on  that  symmetrical 
development  which  is  the  result  of  thorough,  all-round 
training. 

The  teacher  should  constantly  aim  at  simplicity 
and  effectiveness.  He  should  teach  largely  by  illus- 
tration, and  even  in  dealing  with  older  pupils  should 
be  careful  to  make  every  explanation  plain  and  clear. 
Many  pupils  well  advanced  in  years  are  but  children 
in  understanding. 

An  important  element  in  educational  work  is  enthu- 
siasm. On  this  point  there  is  a  useful  suggestion  in  a 
remark  once  made  by  a  celebrated  actor.  The  Arch- 
bishop of  Canterbury  had  put  to  him  the  question  why 
actors  in  a  play  affect  their  audiences  so  powerfully  by 
speaking  of  things  imaginary,  while  ministers  of  the 
gospel  often  affect  theirs  so  little  by  speaking  of  things 
real.  ''With  due  submission  to  your  grace,"  replied 
the  actor,  "permit  me  to  say  that  the  reason  is  plain: 
it  lies  in  the  power  of  enthusiasm.  We  on  the  stage 
speak  of  things  imaginary  as  if  they  were  real,"^and 
you  in  the  pulpit  speak  of  things  real  as  if  they  were 
imaginary." 

The  teacher  in  his  work  is  dealing  with  things  real, 
and  he  should  speak  of  them  with  all  the  force  and 
enthusiasm  which  a  knowledge  of  their  reality  and 
importance  can  inspire. 

Every  teacher  should  see  to  it  that  his  work  tends 
to  definite  results.  Before  attempting  to  teach  a  sub- 
ject, he  should  have  a  distinct  plan  in  mind,  and  should 


Simplicity 


Enthusiasm 


234  Character- Bicilding 

know  just  what  he  desires  to  accompHsh.  He  should 
not  rest  satisfied  with  the  presentation  of  any  subject 
until  the  student  understands  the  principle  involved, 
perceives  its  truth,  and  is  able  to  state  clearly  what 
he  has  learned. 

So  long  as  the  great  purpose  of  education  is  kept 
Mastery  of    [^  view,  the  youtli   should   be   encouraged   to   advance 

Fundamentals      ,  '^  .... 

just  as  far  as  their  capabilities  will  permit.  But  before 
taking  up  the  higher  branches  of  study,  let  them  master 
the  lower.  This  is  too  often  neglected.  Even  among 
students  in  the  higher  schools  and  the  colleges,  there  is 
great  deficiency  in  knowledge  of  the  common  branches 
of  education.  Many  students  devote  their  time  to 
higher  mathematics,  Avhen  they  are  incapable  of  keep- 
ing simple  accounts.  Many  study  elocution  with  a 
view  to  acquiring  the  graces  of  oratory,  when  they  are 
unable  to  read  in  an  intelligible  and  impressive  manner. 
Many  who  have  finished  the  study  of  rhetoric  fail  in 
the  composition  and  spelling  of  an  ordinary  letter. 

A  thorough  knowledge  of  the  essentials  of  educa- 
tion should  be  not  only  the  condition  of  admission  to 
a  higher  course,  but  the  constant  test  for  continuance 
and  advancement. 

And  in  every  branch  of  education  there  are  objects 
Language  ^q  be  gained  more  important  than  those  secured  by 
mere  technical  knowledge.  Take  language,  for  example. 
More  important  than  the  acquirement  of  foreign  lan- 
guages, living  or  dead,  is  the  ability  to  write  and  speak 
one's  mother-tongue  with  ease  and  accuracy;  but  no 
training  gained  through  a  knowledge  of  grammatical 
rules  can  compare  in  importance  with  the  study  of  lan- 
guage from  a  higher  point  of  view.  With  this  study,  to 
a  great  degree,  is  bound  up  life's  weal  or  woe. 


Me  thods   of    Teach  ing 


235 


The  chief  requisite  of  language  is  that  it  be  pure 
and  kind  and  true, — "the  outward  expression  of  an 
inward  grace."  God  says:  ** Whatsoever  things  are 
true,  whatsoever  things  are  honest,  whatsoever  things 
are  just,  whatsoever  things  are  pure,  whatsoever  things 
are  lovely,  whatsoever  things  are  of  good  report;  if 
there  be  any  virtue,  and  if  there  be  any  praise,  think 
on  these  things."^  And  if  such  are  the  thoughts,  such 
will  be  the  expression. 

The  best  school  for  this  language-study  is  the  home; 
but  since  the  work  of  the  home  is  so  often  neglected,  it 
devolves  on  the  teacher  to  aid  his  pupils  in  forming 
right  habits  of  speech. 

The  teacher  can  do  much  to  discourage  that  evil 
habit,  the  curse  of  the  community,  the  neighborhood, 
and  the  home, — the  habit  of  backbiting,  gossip,  ungen- 
erous criticism.  In  this  no  pains  should  be  spared. 
Impress  upon  the  students  the  fact  that  this  habit 
reveals  a  lack  of  culture  and  refinement  and  of  true 
goodness  of  heart;  it  unfits  one  both  for  the  society 
of  the  truly  cultured  and  refined  in  this  world  and  for 
association  with  the  holy  ones  of  heaven. 

We  think  with  horror  of  the  cannibal  who  feasts 
on  the  still  warm  and  trembhng  flesh  of  his  victim;  but 
are  the  results  of  even  this  practise  more  terrible  than 
are  the  agony  and  ruin  caused  by  misrepresenting 
motive,  blackening  reputation,  dissecting  character? 
Let  the  children,  and  the  youth  as  well,  learn  what 
God  says  about  these  things  : — 

** Death  and  life  are  in  the  power  of  the  tongue."^ 

In  Scripture,  backbiters  are  classed  with  "haters  of 
God,"  with  "inventors  of  evil  things,"  with  those  who 
are  "without  natural  affection,  implacable,  unmerciful," 

Thil.  4  :8.  sProv.  18:21. 


ThejChief 
Requisite 


Habits 
of  Speech 


Gossip; 
Cannibalism 


236 


Character- Building 


Expletive, 
Exaggeration 


Innuendo 


Hasty  Speech 


"full  of  envy,  murder,  debate,  deceit,  malignity."  It 
is  "the  judgment  of  God,  that  they  which  commit  such 
things  are  worthy  of  death."  ^  He  whom  God  accounts 
a  citizen  of  Zion  is  he  that  "speaketh  the  truth  in  his 
heart;"  "that  backbiteth  not  with  his  tongue,"  "nor 
taketh   up  a  reproach  against   his  neighbor."" 

God's  word  condemns  also  the  use  of  those  mean- 
ingless phrases  and  expletives  that  border  on  profanity. 
It  condemns  the  deceptive  compliments,  the  evasions  of 
truth,  the  exaggerations,  the  misrepresentations  in  trade, 
that  are  current  in  society  and  in  the  business  world. 
"Let  your  speech  be,  Yea,  yea;  Nay,  nay;  and  what- 
soever is  more  than  these  is  of  the  evil  one."^ 

"As  a  madman  who  casteth  firebrands,  arrows,  and 
death,  so  is  the  man  that  deceiveth  his  neighbor,  and 
saith,   Am  not   I   in  sport?"* 

Closely  aUied  to  gossip  is  the  covert  insinuation, 
the  sly  innuendo,  by  which  the  unclean  in  heart  seek 
to  insinuate  the  evil  they  dare  not  openly  express. 
Every  approach  to  these  practises  the  youth  should  be 
taught  to  shun  as  they  would  shun  the  leprosy. 

In  the  use  of  language  there  is  perhaps  no  error 
that  old  and  young  are  more  ready  to  pass  over  lightly 
in  themselves  than  hasty,  impatient  speech.  They 
think  it  a  sufficient  excuse  to  plead,  "  I  was  off  my 
guard,  and  did  not  really  mean  what  I  said."  But 
God's  word  does  not  treat  it  lightly.  The  Scripture 
says : — 

"Seest  thou  a  man  that  is  hasty  in  his  words?  there 
is  more  hope  of  a  fool  than  of  him."^ 

"He  that  hath  no  rule  over  his  own  spirit  is  like  a 
city  that  is  broken  down,  and  without  walls."" 

In  one  moment,  by  the  hasty,   passionate,   careless 


>  Rom.  1 :30,  31,  29,  32. 
*  Prov.  26  :  18,  19. 


2Ps.  15:2,  3. 

5  Prov.  29 : 20. 


Matt.  5  :  37,  R.  V. 
6  Prov.  25 :  28. 


Met  hods   of    Tea  c  h  ing 


237 


tongue,  may  be  wrought  evil  that  a  whole  lifetime's 
repentance  can  not  undo.  Oh,  the  hearts  that  are 
broken,  the  friends  estranged,  the  lives  wrecked,  by 
the  harsh,  hasty  words  of  those  who  might  have 
brought    help    and    healing! 

**  There  is  that  speaketh  like  the  piercings  of  a 
sword;   but  the  tongue  of  the  wise  is  health."^ 

One  of  the  characteristics  that  should  be  especially 
cherished  and  cultivated  in  every  child  is  that  self- 
forgetfulness  which  imparts  to  the  life  such  an  uncon- 
scious grace.  Of  all  excellences  of  character  this  is 
one  of  the  most  beautiful,  and  for  every  true  life-work 
it  is  one  of  the  qualifications  most  essential. 

Children  need  appreciation,  sympathy,  and  encour- 
agement, but  care  should  be  taken  not  to  foster  in 
them  a  love  of  praise.  It  is  not  wise  to  give  them 
special  notice,  or  to  repeat  before  them  their  clever 
sayings.  The  parent  or  teacher  who  keeps  in  view  the 
true  ideal  of  character  and  the  possibilities  of  achieve- 
ment, can  not  cherish  or  encourage  self-sufficiency. 
He  will  not  encourage  in  the  youth  the  desire  or 
effort  to  display  their  ability  or  proficiency.  He  who 
looks  higher  than  himself  will  be  humble;  yet  he  will 
possess  a  dignity  that  is  not  abashed  or  disconcerted 
by  outward  display  or  human  greatness. 

It  is  not  by  arbitrary  law  or  rule  that  the  graces 
of  character  are  developed.  It  is  by  dwelling  in  the 
atmosphere  of  the  pure,  the  noble,  the  true.  And 
wherever  there  is  purity  of  heart  and  nobleness  of 
character,  it  will  be  revealed  in  purity  and  nobleness 
of  action  and  of  speech. 

"He  that  loveth  pureness  of  heart,  for  the  grace 
of  his  lips  the  King  shall    be  his  friend.""^ 


Cherish  Self- 
Forgttfahiess 


Humility; 
Dignity 


Prov.  12:18. 


2  Prov.  22 


238 


Character- Building 


History 


'From  the 

Divine  Point 

of  View 


As  with  language,  so  with  every  other  study;  it 
may  be  so  conducted  that  it  will  tend  to  the  strength- 
ening and  upbuilding  of  character. 

Of  no  study  is  this  true  to  a  greater  degree  than  of 
history.  Let  it  be  considered  from  the  divine  point 
of  view. 

As  too  often  taught,  history  is  little  more  than  a 
record  of  the  rise  and  fall  of  kings,  the  intrigues  of 
courts,  the  victories  and  defeats  of  armies, — a  story  of 
ambition  and  greed,  of  deception,  cruelty,  and  blood- 
shed. Thus  taught,  its  results  can  not  but  be  detri- 
mental. The  heart-sickening  reiteration  of  crimes  and 
atrocities,  the  enormities,  the  cruelties  portrayed,  plant 
seeds  that  in  many  lives  bring  forth  fruit  in  a  harvest 
of  evil. 

Far  better  is  it  to  learn,  in  the  light  of  God's  word, 
the  causes  that  govern  the  rise  and  fall  of  kingdoms. 
Let  the  youth  study  these  records,  and  see  how  the 
true  prosperity  of  nations  has  been  bound  up  with  an 
acceptance  of  the  divine  principles.  Let  him  study  the 
history  of  the  great  reformatory  movements,  and  see 
how  often  these  principles,  though  despised  and  hated, 
their  advocates  brought  to  the  dungeon  and  the  scaf- 
fold, have  through  these  very  sacrifices  triumphed. 

Such  study  will  give  broad,  comprehensive  views  of 
life.  It  will  help  the  youth  to  understand  something 
of  its  relations  and  dependencies,  how  wonderfully  we 
are  bound  together  in  the  great  brotherhood  of  society 
and  nations,  and  to  how  great  an  extent  the  oppression 
or  degradation  of  one  member  means  loss  to  all. 

In  the  study  of  figures  the  work  should  be  made 
practical.  Let  every  youth  and  every  child  be  taught, 
not  merely  to  solve   imaginary  problems,  but  to  keep 


Methods    of    Teaching 


239 


an  accurate  account  of  his  own  income  and  outgoes. 
Let  him  learn  the  right  use  of  money  by  using  it. 
Whether  supplied  by  their  parents  or  by  their  own 
earnings,  let  boys  and  girls  learn  to  select  and  pur- 
chase their  own  clothing,  their  books,  and  other  neces- 
sities; and  by  keeping  an  account  of  their  expenses 
they  will  learn,  as  they  could  learn  in  no  other  way, 
the  value  and  the  use  of  money.  This  training  will 
help  them  to  distinguish  true  economy  from  niggardli- 
ness on  the  one  hand  and  prodigality  on  the  other. 
Rightly  directed  it  will  encourage  habits  of  benevo- 
lence. It  will  aid  the  youth  in  learning  to  give,  not 
from  the  mere  impulse  of  the  moment,  as  their  feelings 
are  stirred,  but  regularly  and  systematically. 

In  this  way  every  study  may  become  an  aid  in  the 
solution  of  that  greatest  of  all  problems,  the  training 
of  men  and  women  for  the  best  discharge  of  life's 
responsibilities. 


Accounts 


A  Useful 
Training- 


Deportment 


"love  doth  not  behave 

ITSELF    unseemly" 


Courtesy 


Rules  of 
Etiquette 


^T^HE  value  of  courtesy  is  too  little  appreciated. 
^  Many  who  are  kind  at  heart  lack  kindliness  of 
manner.  Many  who  command  respect  by  their  sin- 
cerity and  uprightness  are  sadly  deficient  in  geniality. 
This  lack  mars  their  own  happiness,  and  detracts  from 
their  service  to  others.  Many  of  life's  sweetest  and 
most  helpful  experiences  are,  often  for  mere  want  of 
thought,  sacrificed  by  the  uncourteous. 

Cheerfulness  and  courtesy  should  especially  be  cul- 
tivated by  parents  and  teachers.  All  may  possess  a 
cheerful  countenance,  a  gentle-  voice,  a  courteous  man- 
ner, and  these  are  elements  of  power.  Children  are 
attracted  by  a  cheerful,  sunny  demeanor.  Show  them 
kindness  and  courtesy,  and  they  will  manifest  the  same 
spirit  toward  you  and  toward  one  another. 

True  courtesy  is  not  learned  by  the  mere  practise 
of  rules  of  etiquette.  Propriety  of  deportment  is  at  all 
times  to  be  observed;  wherever  principle  is  not  compro- 
mised, consideration  of  others  will  lead  to  compliance 
with  accepted  customs;  but  true  courtesy  requires  no 
sacrifice  of  principle  to  conventionality.  It  ignores 
caste.  It  teaches  self-respect,  respect  for  the  dignity 
of  man  as  man,  a  regard  for  every  member  of  the 
great  human  brotherhood. 
(240) 


Deportment 


241 


There  is  danger  of  placing  too  high  a  value  upon 
mere  manner  and  form,  and  devoting  too  much  time  to 
education  in  these  lines.  The  life  of  strenuous  effort 
demanded  of  every  youth,  the  hard,  often  uncongenial 
work  required  even  for  life's  ordinary  duties,  and  much 
more  for  lightening  the  world's  heavy  burden  of  igno- 
rance and  wretchedness, — these  give  little  place  for 
conventionalities. 

Many  who  lay  great  stress  upon  etiquette  show  little 
respect  for  anything,  however  excellent,  that  fails  of 
meeting  their  artificial  standard.  This  is  false  education. 
It  fosters  critical  pride  and  narrow  exclusiveness. 

The  essence  of  true  politeness  is  consideration  for 
others.  The  essential,  enduring  education  is  that  which 
broadens  the  sympathies  and  encourages  universal  kind- 
liness. That  so-called  culture  which  does  not  make  a 
youth  deferential  toward  his  parents,  appreciative  of 
their  excellences,  forbearing  toward  their  defects,  and 
helpful  to  their  necessities;  which  does  not  make  him 
considerate  and  tender,  generous  and  helpful  toward 
the  young,  the  old,  and  the  unfortunate,  and  courteous 
toward  all,  is  a  failure. 

Real  refinement  of  thought  and  manner  is  better 
learned  in  the  school  of  the  divine  Teacher  than  by 
any  observance  of  set  rules.  His  love  pervading  the 
heart  gives  to  the  character  those  refining  touches  that 
fashion  it  in  the  semblance  of  His  own.  This  education 
imparts  a  heaven-born  dignity  and  sense  of  propriety. 
It  gives  a  sweetness  of  disposition  and  a  gentleness  of 
manner  that  can  never  be  equaled  by  the  superficial 
polish  of  fashionable  society. 

The   Bible  enjoins   courtesy,  and  it  presents  many 
illustrations  of  the    unselfish    spirit,    the    gentle    grace, 
16 


Overestimating 
Convention- 
alities 


Consideration 
for  Others 


242 


Character- Building 


Best  Treatise 
on  Etiquette 


the  winsome  temper,  that  characterize  true  poHteness. 
These  are  but  reflections  of  the  character  of  Christ. 
All  the  real  tenderness  and  courtesy  in  the  world,  even 
among  those  who  do  not  acknowledge  His  name,  is 
from  Him.  And  He  desires  these  characteristics  to  be 
perfectly  reflected  in  His  children.  It  is  His  purpose 
that  in  us  men  shall  behold   His  beauty. 

The  most  valuable  treatise  on  etiquette  ever  penned 
is  the  precious  instruction  given  by  the  Saviour,  with  the 
utterance  of  the  Holy  Spirit  through  the  apostle  Paul, — 
words  that  should  be  ineffaceably  written  in  the  memory 
of  every  human  being,  young  or  old: — 

"As  I  have  loved  you,  that  ye  also  love  one 
another.  "1 


"Love  suffereth  long,  and  is  kind  ; 

Love  envieth  not ; 

Love  vaunteth  not  itself, 

Is  not  puffed  up, 
Doth  not  behave  itself  unseemly, 

Seeketh  not  its  own, 

Is  not  provoked, 

Taketh  not  account  of  evil ; 
Rejoiceth  not  in  unrighteousness, 
But  rejoiceth  with  the  truth ; 

Beareth  all  things, 

Believeth  all  things, 

Hopeth  all  things, 

Endureth  all  things. 
Love  never  faileth."  ^ 


Another  precious  grace  that  should  be  carefully 
Reverence  cherished  is  revcrencc.  True  reverence  for  God  is 
inspired  by  a  sense  of  His  infinite  greatness  and  a 
realization  of  His  presence.  With  this  sense  of  the 
Unseen  the  heart  of  every  child  should  be  deeply 
impressed.     The    hour   and   place    of  prayer   and   the 

/  1  John  13:34.  ■'«  I  Cor.  13  : 4-8,  R.  V. 


Deportment 


243 


services  of  public  worship  the  child  should  be  taught 
to  regard  as  sacred  because  God  is  there.  And  as 
reverence  is  manifested  in  attitude  and  demeanor,  the 
feeling  that  inspires  it  will  be  deepened. 

Well  would  it  be  for  young  and  old  to  study  and 
ponder  and  often  repeat  those  words  of  Holy  Writ 
that  show  how  the  place  marked  by  God's  special 
presence  should  be  regarded. 

"Put  off  thy  shoes  from  off  thy  feet,"  He  com- 
manded Moses  at  the  burning  bush;  *'for  the  place 
whereon    thou    standest  is  holy  ground."^ 

Jacob,  after  beholding  the  vision  of  the  angels, 
exclaimed,  "The  Lord  is  in  this  place;  and  I  knew  it 
not.  .  .  .  This  is  none  other  but  the  house  of 
God,  and  this  is  the  gate  of  heaven."^ 

**The  Lord  is  in  His  holy  temple;  let  all  the  earth 
keep  silence  before  Him."^ 


V'or  God' 
Presence 


"The  Lord  is  a  great  God, 

And  a  great  King  above  all  gods.     .     .     . 

O  come,  let  us  worship  and  bow  down ; 

Let  us  kneel  before  the  Lord  our  Maker." 
"  It  is  He  that  hath  made  us,  and  not  we  ourselves ; 

We  are  His  people,  and  the  sheep  of  His  pasture. 

Enter  into  His  gates  with  thanksgiving, 

And  into  His  courts  with  praise ; 

Be  thankful  unto  Him,  and  bless  His  name."  * 


Reverence  should  be  shown  also  for  the  name  of 
God.  Never  should  that  name  be  spoken  lightly  or 
thoughtlessly.  Even  in  prayer  its  frequent  or  needless 
repetition  should  be  avoided.  "Holy  and  reverend  is 
His  name."^  Angels,  as  they  speak  it,  veil  their  faces. 
With  what  reverence  should  we,  who  are  fallen  and 
sinful,  take  it  upon  our  lips! 


Ex.  3  :  5.  '•^  Gen.  28  :  16,  17. 

■»  Fs.  95:3-6;    100:3,  4. 


3  Hab.  2  :  20. 
Ps.  Ill  :y. 


For  His 
Name 


244 


Character-  Building 


Reverence  for 
God's  Word 


Respect  for 
Superiors 


We  should  reverence  God's  word.  For  the  printed 
volume  we  should  show  respect,  never  putting  it  to 
common  uses,  or  handling  it  carelessly.  And  never 
should  Scripture  be  quoted  in  a  jest,  or  paraphrased 
to  point  a  witty  saying.  "Every  word  of  God  is 
pure;"  "as  silver  tried  in  a  furnace  of  earth,  purified 
seven  times.  "^ 

Above  all,  let  children  be  taught  that  true  reverence 
is  shown  by  obedience.  God  has  commanded  nothing 
that  is  unessential,  and  there  is  no  other  way  of  mani- 
festing reverence  so  pleasing  to  Him  as  obedience  to 
that  which   He  has  spoken. 

Reverence  should  be  shown  for  God's  representa- 
tives,— for  ministers,  teachers,  and  parents  who  are 
called  to  speak  and  act  in  His  stead.  In  the  respect 
shown  to  them  He  is  honored. 

And  God  has  especially  enjoined  tender  respect 
toward  the  .aged.  He  says,  "  The  hoary  head  is  a 
crown  of  glory,  if  it  be  found  in  the  way  of  righteous- 
ness."' It  tells  of  battles  fought,  and  victories  gained; 
of  burdens  borne,  and  temptations  resisted.  It  tells  of 
weary  feet  nearing  their  rest,  of  places  soon  to  be 
vacant.  Help  the  children  to  think  of  this,  and  they 
will  smooth  the  path  of  the  aged  by  their  courtesy 
and  respect,  and  will  bring  grace  and  beauty  into  their 
young  lives  as  they  heed  the  command  to  "rise  up 
before  the  hoary  head,  and  honor  the  face  of  the 
old  man."^ 


Fathers  and  mothers  and  teachers  need  to  appreciate 
more  fully  the  responsibility  and  honor  that  God  has 
placed  upon  them,  in  making  them,  to  the  child,  the 
representatives  of  Himself      The  character  revealed  in 

iProv.  30:5;   Ps.  12:6.  2  prov.  16:31.  =*  l,;v.  19:32. 


Deportment  245 

the  contact  of  daily  life  will  interpret  to  the  child,  for 
good  or  for  evil,  those  words  of  God : — 

"Like  as  a  father  pitieth  his  children,  so  the   Lord     interpreters 
pitieth   them    that    fear    Him."^     **As    one  whom    his         ^  - 
mother  comforteth,   so  will   I    comfort  you."^ 

Happy  the  child  in  whom  such  words  as  these 
awaken  love  and  gratitude  and  trust;  the  child  to 
whom  the  tenderness  and  justice  and  long-suffering 
of  father  and  mother  and  teacher  interpret  the  love 
and  justice  and  long-suffering  of  God;  the  child  who 
by  trust  and  submission  and  reverence  toward  his 
earthly  protectors  learns  to  trust  and  obey  and  rever- 
ence his  God.  He  who  imparts  to  child  or  pupil  such 
a  gift  has  endowed  him  with  a  treasure  more  precious 
than  the  wealth  of  all  the  ages, — a  treasure  as  enduring 
as  eternity. 

1  Ps.  103:13.  2  isa.  66:13. 


Relation   of  Dress   to 
Ediieatton 


IN    MODEST    APPAREL."      "tII 

king's  daughter  is  all 
(;lorious  within" 


The  Teacher's 
Rival 


A  Burden  in 
the  Home 


A  7(9  education  can  be  complete  that  does  not  teach 
^  ^  right  principles  in  regard  to  dress.  Without  such 
teaching,  the  work  of  education  is  too  often  retarded 
and  perverted.  Love  of  dress,  and  devotion  to  fashion, 
are  among  the  teacher's  most  formidable  rivals  and  most 
effective  hindrances. 

Fashion  is  a  mistress  that  rules  with  an  iron  hand. 
In  very  many  homes  the  strength  and  time  and  atten- 
tion of  parents  and  children  are  absorbed  in  meeting  her 
demands.  The  rich  are  ambitious  to  outdo  one  another 
in  conforming  to  her  ever-varying  styles;  the  middle 
and  poorer  classes  strive  to  approach  the  standard  set 
by  those  supposed  to  be  above  them.  Where  means 
or  strength  is  limited,  and  the  ambition  for  gentility 
is  great,  the  burden  becomes  almost  insupportable. 

With  many  it  matters  not  how  becoming,  or  even 
beautiful,  a  garment  may  be,  let  the  fashions  change, 
and  it  must  be  remade  or  cast  aside.  The  members  of 
the  household  are  doomed  to  ceaseless  toil.  There  is 
no  time  for  training  the  children,  no  time  for  prayer  or 
Bible  study,  no  time  for  helping  the  little  ones  to  become 
acquainted  with  God  through  His  works. 
(246) 


Relation   of  Dress   to    Education 


247 


There  is  no  time  and  no  money  for  charity.  And 
often  the  home  table  is  stinted.  The  food  is  ill  selected 
and  hastily  prepared,  and  the  demands  of  nature  are 
but  partially  supplied.  The  result  is  wrong  habits  of 
diet,  which   create  disease  or  lead  to  intemperance. 

The  love  of  display  produces  extravagance,  and  in 
many  young  people  kills  the  aspiration  for  a  nobler 
life.  Instead  of  seeking  an  education,  they  early  engage 
in  some  occupation  to  earn  money  for  indulging  the 
passion  for  dress.  And  through  this  passion  many  a 
young  girl  is  beguiled  to  ruin. 

In  many  a  home  the  family  resources  are  overtaxed. 
The  father,  unable  to  supply  the  demands  of  the  mother 
and  the  children,  is  tempted  to  dishonesty,  and  again 
dishonor  and  ruin  are  the  result. 

Even  the  day  and  the  services  of  worship  are  not 
exempt  from  fashion's  domination.  Rather  they  afford 
opportunity  for  the  greater  display  of  her  power.  The 
church  is  made  a  parade-ground,  and  the  fashions  are 
studied  more  than  the  sermon.  The  poor,  unable  to 
meet  the  demands  of  custom,  stay  away  from  church 
altogether.  The  day  of  rest  is  spent  in  idleness,  and 
by  the  youth  often  in  associations  that  are  demoralizing. 

At  school,  the  girls  are  by  unsuitable  and  uncomfort- 
able clothing  unfitted  either  for  study  or  for  recreation. 
Their  minds  are  preoccupied,  and  the  teacher  has  a 
difficult  task  to  awaken  their  interest. 

For  breaking  the  spell  of  fashion,  the  teacher  can 
often  find  no  means  more  effective  than  contact  with 
nature.  Let  pupils  taste  the  delights  to  be  found  by 
river  or  lake  or  sea;  let  them  climb  the  hills,  gaze  on 
the  sunset  glory,  explore  the  treasures  of  wood  and 
field;  let  them  learn  the  pleasure  of  cultivating  plants 


Source  of 
Temptation 


Fashion 
and  Public 
Worship 


A  Counter 
Influence 


248  Charade}'-  Building 

and  flowers;  and  the  importance  of  an  additional  ribbon 
or  ruffle  will  sink  into  insignificance. 

Lead  the  youth  to  see  that  in  dress,  as  in  diet,  plain 
Higher  Aims  jfying  is  indispensable  to  high  thinking.  Lead  them  to 
see  how  much  there  is  to  learn  and  to  do;  how  precious 
are  the  days  of  youth  as  a  preparation  for  the  life-work. 
Help  them  to  see  what  treasures  there  are  in  the  word 
of  God,  in  the  book  of  nature,  and  in  the  records  of 
noble  lives. 

Let  their  minds  be  directed  to  the  suffering  which 
they  might  relieve.  Help  them  to  see  that  by  every 
dollar  squandered  in  display,  the  spender  is  deprived  ol 
means  for  feeding  the  hungry,  clothing  the  naked,  and 
comforting  the  sorrowful. 

They  can  not  afford  to  miss  life's  glorious  oppor- 
tunities, to  dwarf  their  minds,  to  ruin  their  health,  and 
to  wreck  their  happiness,  for  the  sake  of  obedience  to 
mandates  that  have  no  foundation  in  reason,  in  comfort, 
or  in  comeliness. 

At  the  same  time  the  young  should  be  taught  to 
Taste  and     recop^nize  the  lesson  of  nature,  "He  hath  made  every- 

Neatness  in  .     ^  .  ,  '  .  "^ 

Dress  thing  beautiful  in  its  time."^  In  dress,  as  in  all  things 
else,  it  is  our  privilege  to  honor  our  Creator.  He 
desires  our  clothing  to  be  not  only  neat  and  healthful, 
but  appropriate  and  becoming. 

A  person's  character  is  judged  by  his  style  of  dress. 
A  refined  taste,  a  cultivated  mind,  will  be  revealed  in 
the  choice  of  simple  and  appropriate  attire.  Chaste  sim- 
plicity in  dress,  when  united  with  modesty  of  demeanor, 
will  go  far  toward  surrounding  a  young  woman  with 
that  atmosphere  of  sacred  reserve  which  will  be  to  her 
a  shield  from  a  thousand  perils. 

Let  girls  be  taught  that  the  art  of  dressing  well 

lEccl.  3:11,  R.  v. 


Relation   of  Dress   to    Education  249 

includes  the  ability  to  make  their  own  clothing.  This 
is  an  ambition  that  every  girl  should  cherish.  It  will 
be  a  means  of  usefulness  and  independence  that  she  can 
not  afford  to  miss. 

It  is  right  to  love  beauty  and  to  desire  it;  but  God 
desires  us  to  love  and  to  seek  first  the  highest  beauty,— 
that  which  is  imperishable.     The  choicest  productions     ^^^  Highest 

^  ^  Beauty 

of  human  skill  possess  no  beauty  that  can  bear  com- 
parison with  that  beauty  of  character  which  in  His  sight 
is  of  ''great  price." 

Let  the  youth  and  the  little  children  be  taught  to 
choose  for  themselves  that  royal  robe  woven  in  heaven's 
loom, — the  "fine  linen,  clean  and  white, "^  which  all  the 
holy  ones  of  earth  will  wear.  This  robe,  Christ's  own 
spotless  character,  is  freely  offered  to  every  human 
being.  But  all  who  receive  it  will  receive  and  wear 
it  here. 

Let  the  children  be  taught  that  as  they  open  their 
minds  to  pure,  loving  thoughts  and  do  loving  and 
helpful  deeds,  they  are  clothing  themselves  with  His 
beautiful  garment  of  character.  This  apparel  will  make 
them  beautiful  and  beloved  here,  and  will  hereafter  be 
their  title  of  admission  to  the  palace  of  the  King.  His 
promise  is, — 

"They  shall  walk  with  Me  in  white;  for  they  are 
worthy."* 

I  Rev.  19:8.  2  Rev.  3:4. 


The   Sabbath 


'it  is  a  sign  between  me  and 
you;  that  ye  may  know  that 
i  am  jehovah " 


The  Sabbath 
a  Sign 


The  Family 
Day 


^7^  HE  value  of  the  Sabbath  as  a  means  of  education 
•*■  is  beyond  estimate.  Whatever  of  ours  God  claims 
from  us,  He  returns  again,  enriched,  transfigured,  with 
His  own  glory.  The  tithe  that  He  claimed  from  Israel 
was  devoted  to  preserving  among  men,  in  its  glorious 
beauty,  the  pattern  of  His  temple  in  the  heavens,  the 
token  of  His  presence  on  the  earth.  So  the  portion 
of  our  time  which  He  claims  is  given  again  to  us, 
bearing  His  name  and  seal.  It  is  **a  sign,"  He  says, 
*' between  Me  and  you;  .  .  .  that  ye  may  know 
that  I  am  Jehovah;"  because  "in  six  days  the  Lord 
made  heaven  and  earth,  the  sea,  and  all  that  in  them  is, 
and  rested  the  seventh  day ;  wherefore  the  Lord  blessed 
the  Sabbath  day,  and  hallowed  it."^  The  Sabbath  is  a 
sign  of  creative  and  redeeming  power;  it  points  to  God 
as  the  source  of  life  and  knowledge;  it  recalls  man's 
primeval  glory,  and  thus  witnesses  to  God's  purpose 
to  re-create  us  in  His  own  image. 

The  Sabbath  and  the  family  were  alike  instituted  in 
Eden,  and  in  God's  purpose  they  are  indissolubly  linked 
together.  On  this  day  more  than  on  any  other,  it  is 
possible  for  us  to  live  the  life  of  Eden.  It  was  God's 
plan  for  the  members  of  the  family  to  be  associated  in 


(250) 


'Ex.  31 :  13;  20:11. 


The    Sabbath 


work  and  study,  in  worship  and  recreation,  the  father 
as  priest  of  his  household,  and  both  father  and  mother 
as  teachers  and  companions  of  their  children.  But  the 
results  of  sin,  having  changed  the  conditions  of  life, 
to  a  great  degree  prevent  this  association.  Often  the 
father  hardly  sees  the  faces  of  his  children  throughout 
the  week.  He  is  almost  wholly  deprived  of  opportu- 
nity for  companionship  or  instruction.  •  But  God's  love 
has  set  a  limit  to  the  demands  of  toil.  Over  the  Sab- 
bath He  places  His  merciful  hand.  In  His  own  day  He 
preserves  for  the  family  opportunity  for  communion  with 
Him,  with  nature,  and  with  one  another. 

Since  the  Sabbath  is  the  memorial  of  creative  power, 
it  is  the  day  above  all  others  when  we  should  acquaint 
ourselves  with  God  through  His  works.  In  the  minds 
of  the  children  the  very  thought  of  the  Sabbath  should 
be  bound  up  with  the  beauty  of  natural  things.  Happy 
is  the  family  who  can  go  to  the  place  of  worship  on 
the  Sabbath  as  Jesus  and  His  disciples  went  to  the  syna- 
gogue,— across  the  fields,  along  the  shores  of  the  lake, 
or  through  the  groves.  Happy  the  father  and  mother 
who  can  teach  their  children  God's  written  word  with 
illustrations  from  the  open  pages  of  the  book  of  nature; 
who  can  g^her  under  the  green  trees,  in  the  fresh,  pure 
air,  to  study  the  word  and  to  sing  the  praise  of  the 
Father  above. 

By  such  associations  parents  may  bind  their  children 
to  their  hearts,  and  thus  to  God,  by  ties  that  can  never 
be  broken. 

As  a  means  of  intellectual  training,  the  opportunities 
of  the  Sabbath  are  invaluable.  Let  the  Sabbath-school 
lesson  be  learned,  not  by  a  hasty  glance  at  the  lesson 
scripture  on  Sabbath  morning,  but  by  careful  study  for 


The 

Sabbath  and 
Nature 


Bible  Study 


252  Character-  Building 

the  next  week  on  Sabbath  afternoon,  with  daily  review 
or  illustration  during  the  week.  Thus  the  lesson  will 
become  fixed  in  the  memory,  a  treasure  never  to  be 
wholly  lost. 

In  listening  to  the  sermon,  let  parents  and  children 
note  the  text  and  the  scriptures  quoted,  and  as  much 
as  possible  of  the  line  of  thought,  to  repeat  to  one 
another  at  home.  This  will  go  far  toward  relieving 
the  weariness  with  which  children  so  often  listen  to  a 
sermon,  and  it  will  cultivate  in  all  a  habit  of  attention 
and  of  connected  thought. 

Meditation  on  the  themes  thus  suggested  will  open 
"Gre/tt     to  the  student  treasures  of  which  he  has  never  dreamed. 

Reward"  «  r       1  *•  r     t  • 

He  will  prove  in  his  own  life  the  reality  of  the  experi- 
ence described  in  the  scripture: — 

"Thy  words  were  found,  and  I  did  eat  them;  and 
Thy  word  was  unto  me  the  joy  and  rejoicing  of  mine 
heart."' 

"I  will  meditate  in  Thy  statutes."  "More  to  be 
desired  are  they  than  gold,  yea,  than  much  fine  gold. 
.  .  Moreover  by  them  is  Thy  servant  warned; 
and   in  keeping  of  them   there   is  great   reward."^ 

ijer.  15:16.  2  ps.  119:48;    19:10,11. 


Faith   and  Prayer 


"faith  is  the  assurance  of  things 

HOPED  FOR."   "believe  THAT  YE 
RECEIVE,  AND  YE  SHALL  HAVE" 


TpAITH  is  trusting  God, — believing  that  He  loves 
-^  us,  and  knows  best  what  is  for  our  good.  Thus, 
instead  of  our  own,  it  leads  us  to  choose  His  way.  In 
place  of  our  ignorance,  it  accepts  His  wisdom ;  in  place 
of  our  weakness,  His  strength;  in  place  of  our  sin- 
fulness. His  righteousness.  Our  lives,  ourselves,  are 
already  His;  faith  acknowledges  His  ownership  and 
accepts  its  blessing.  Truth,  uprightness,  purity,  have 
been  pointed  out  as  secrets  of  life's  success.  It  is  faith 
that  puts  us  in  possession  of  these  principles. 

Every  good  impulse  or  aspiration  is  the  gift  of  God; 
faith  receives  from  God  the  life  that  alone  can  produce 
true  growth  and  efficiency. 

How  to  exercise  faith  should  be  made  very  plain. 
To  every  promise  of  God  there  are  conditions.  If  we 
are  willing  to  do  His  will,  all  His  strength  is  ours. 
Whatever  gift  He  promises,  is  in  the  promise  itself 
"The  seed  is  the  word  of  God."^  As  surely  as  the 
oak  is  in  the  acorn,  so  surely  is  the  gift  of  God  in  His 
promise.      If  we  receive  the  promise,  we  have  the  gift. 

Faith  that  enables  us  to  receive  God's  gifts  is  itself 
a  gift,  of  which  some  measure  is  imparted  to  every 
It   grows  as  exercised  in   appropriating 

A  Luke  8:ii.  (253) 


human  being 


Wb&t  Is 
Faith? 


How- 
to  Exercise 
Faith 


254 


Character- Building 


Power  of 
God's  Word 


Results 
of  Faitb 


the  word  of  God.  In  order  to  strengthen  faith,  we  must 
often  bring  it  in  contact  with  the  word. 

In  the  study  of  the  Bible  the  student  should  be  led 
to  see  the  power  of  God's  word.  In  the  creation,  "  He 
spake,  and  it  was;  He  commanded,  and  it  stood  fast" 
He  **calleth  those  things  which  be  not  as  though  they 
were;"^  for  when   He  calls  them,  they  are. 

How  often  those  who  trusted  the  word  of  God, 
though  in  themselves  utterly  helpless,  have  withstood 
the  power  of  the  whole  world, — Enoch,  pure  in  heart, 
holy  in  life,  holding  fast  his  faith  in  the  triumph  of 
righteousness  against  a  corrupt  and  scoffing  genera- 
tion; Noah  and  his  household  against  the  men  of  his 
time,  men  of  the  greatest  physical  and  mental  strength 
and  the  most  debased  in  morals;  the  children  of  Israel 
at  the  Red  Sea,  a  helpless,  terrified  multitude  of  slaves, 
against  the  mightiest  army  of  the  mightiest  nation  on 
the  globe;  David,  a  shepherd  lad,  having  God's  promise 
of  the  throne,  against  Saul,  the  established  monarch,  bent 
on  holding  fast  his  power;  Shadrach  and  his  companions 
in  the  fire,  and  Nebuchadnezzar  on  the  throne;  Daniel 
among  the  lions,  his  enemies  in  the  high  places  of  the 
kingdom;  Jesus  on  the  cross,  and  the  Jewish  priests  and 
rulers  forcing  even  the  Roman  governor  to  work  their 
will;  Paul  in  chains  led  to  a  criminal's  death,  Nero  the 
despot  of  a  world-empire. 

Such  examples  are  not  found  in  the  Bible  only. 
They  abound  in  every  record  of  human  progress.  The 
Vaudois  and  the  Huguenots,  Wycliffe  and  Huss,  Jerome 
and  Luther,  Tyndale  and  Knox,  Zinzendorf  and  Wesley, 
with  multitudes  of  others,  have  witnessed  to  the  power  of 
God's  word  against  human  power  and  policy  in  support 
of  evil.     These   are  the  world's  true  nobility.     This  is 

i  Ps.  33:9;   Rom.  4:17- 


Faith   and  Prayer  255 

its  royal    line.     In  this    line   the    youth  of  to-day  are 
called  to  take  their  places. 

Faith  is  needed  in  the  smaller  no  less  than  in  the 
greater  affairs  of  life.     In    all    our  daily  interests    and     ^  Daily  Ufe 
occupations    the  sustaining  strength    of   God   becomes 
real  to  us  through  an  abiding  trust. 

Viewed  from  its  human  side,  life  is  to  all  an  untried 
path.  It  is  a  path  in  which,  as  regards  our  deeper 
experiences,  we  each  walk  alone.  Into  our  inner  life 
no  other  human  being  can  fully  enter.  As  the  little 
child  sets  forth  on  that  journey  in  which,  sooner  or 
later,  he  must  choose  his  own  course,  himself  deciding 
life's  issues  for  eternity,  how  earnest  should  be  the  effort 
to  direct  his  trust  to  the  sure  Guide  and  Helper ! 

As  a  shield  from  temptation  and  an  inspiration  to 
purity  and  truth,  no  other  influence  can  equal  the  sense 
of  God's  presence.  "All  things  are  naked  and  opened 
unto  the  eyes  of  Him  with  whom  we  have  to  do."  He  ^  smcM 
is  "of  purer  eyes  than  to  behold  evil,  and  can  not  look  Temptation 
on  iniquity."^  This  thought  was  Joseph's  shield  amidst 
the  corruptions  of  Egypt.  To  the  allurements  of  temp- 
tation his  answer  was  steadfast:  "How  can  I  do  this 
great  wickedness,  and  sin  against  God?"^  Such  a 
shield,  faith,  if  cherished,  will   bring  to  every  soul. 

Only  the  sense  of  God's  presence  can  banish  the  fear 
that,  for  the  timid  child,  would  make  life  a  burden.  Let 
him  fix  in  his  memory  the  promise,  ''The  angel  of  the 
Lord  encampeth  round  about  them  that  fear  Him,  and 
delivereth  them."^  Let  him  read  that  wonderful  story 
of  Elisha  in  the  mountain  city,  and,  between  him  and 
the  hosts  of  armed  foemen,  a  mighty  encircling  band 
of  heavenly  angels.  Let  him  read  how  to  Peter,  in 
prison  and  condemned  to  death,  God's  angel  appeared; 

1  Heb.  4  :  13;   Hab.  1:13.  2  Gen.  39  :  9.  "  Fs.  34  •  7. 


2^6 


Character- Building 


God's 

Protectingr 

Presence 


Help  for 

the  Self- 

Distrustful 


how,  past  the  armed  guards,  the  massive  doors  and 
great  iron  gateway  with  their  bolts  and  bars,  the  angel 
led  God's  servant  forth  in  safety.  Let  him  read  of  that 
scene  on  the  sea,  when  to  the  tempest-tossed  soldiers 
and  seamen,  worn  with  labor  and  watching  and  long 
fasting,  Paul  the  prisoner,  on  his  way  to  trial  and  exe- 
cution, spoke  those  grand' words  of  courage  and  hope: 
*'Be  of  good  cheer;  for  there  shall  be  no  loss  of  any 
man's  life  among  you.  .  .  .  For  there  stood  by 
me  this  night  the  angel  of  God,  whose  I  am,  and  whom 
I  serve,  saying.  Fear  not,  Paul;  thou  must  be  brought 
before  Caesar;  and,  lo,  God  hath  given  thee  all  them 
that  sail  with  thee."  In  the  faith  of  this  promise  Paul 
assured  his  companions,  ''There  shall  not  a  hair  fall 
from  the  head  of  any  of  you."  So  it  came  to  pass. 
Because  there  was  in  that  ship  one  man  through  whom 
God  could  work,  the  whole  ship-load  of  heathen  sol- 
diers and  sailors  was  preserved.  ''They  escaped  all  safe 
to  land."  ^ 

These  things  were  not  written  merely  that  we  might 
read  and  wonder,  but  that  the  same  faith  which  wrought 
in  God's  servants  of  old  might  work  in  us.  In  no  less 
marked  a  manner  than»He  wrought  then  will  He  work 
now  wherever  there  are  hearts  of  faith  to  be  channels 
of  His  power. 

Let  the  self-distrustful,  whose  lack  of  self-reliance 
leads  them  to  shrink  from  care  and  responsibility,  be 
taught  reliance  upon  God.  Thus  many  a  one  who 
otherwise  would  be  but  a  cipher  in  the  world,  perhaps 
only  a  helpless  burden,  will  be  able  to  say  with  the 
apostle  Paul,  "I  can  do  all  things  through  Christ 
which    strengtheneth    me. ' '  ""* 

For  the  child  also  who  is  quick  to  resent  injuries, 

1  Acts  27  :  22-24,  34.  44.  *  Phil.  4 :  13. 


Faith   and   Prayer 


257 


faith  has  precious  lessons.  The  disposition  to  resist  evil 
or  to  avenge  wrong  is  often  prompted  by  a  keen  sense  of 
justice  and  an  active,  energetic  spirit.  Let  such  a  child 
be  taught  that  God  is  the  eternal  guardian  of  right. 
He  has  a  tender  care  for  the  beings  whom  He  has  so 
loved  as  to  give  His  dearest  Beloved  to  save.  He 
will    deal  with    every  wrong-doer. 

"For  he  that  toucheth  you  toucheth  the  apple  of 
His  eye."^ 

"Commit  thy  way  unto  the  Lord;  trust  also  in 
Him;  and  He  shall  bring  it  to  pass.     .  He  shall 

bring  forth  thy  righteousness  as  the  light,  and  thy 
judgment  as  the  noonday."'' 

"The  Lord  also  will  be  a  refuge  for  the  oppressed, 
a  refuge  in  times  of  trouble.  And  they  that  know  Thy 
name  will  put  their  trust  in  Thee;  for  Thou,  Lord,  hast 
not  forsaken  them  that  seek  Thee."'' 

The  compassion  that  God  manifests  toward  us,  He 
bids  us  manifest  toward  others.  Let  the  impulsive, 
the  self-sufficient,  the  revengeful,  behold  the  meek  and 
lowly  One,  led  as  a  lamb  to  the  slaughter,  unretali- 
ating  as  a  sheep  dumb  before  her  shearers.  Let  them 
look  upon  Him  whom  our  sins  have  pierced  and  our 
sorrows  burdened,  and  they  will  learn  to  endure,  to 
forbear,  and  to  forgive. 

Through  faith  in  Christ,  every  deficiency  of  character 
may  be  supplied,  every  defilement  cleansed,  every  fault 
corrected,  every  excellence  developed. 

"Ye  are  complete  in  Him."* 

Prayer  and  faith  are  closely  allied,  and  they  need  to 
be  studied  together.  In  the  prayer  of  faith  there  is  a 
divine  science;  it  is  a  science  that  every  one  who  would 
make  his  life-work  a  success  must  understand.      Christ 

'Zech.  2:8.        2  ps.  37:5^6         »P&.  9:9,  10.        <  Col.  2:10. 


TheGuardiaii 
of  Right 


Complete  in 
Christ 


Prayer 


258 


Character- Building 


'Believe  That 
Ye  Receive' 


Secret  Prayer 


says,  "What  things  soever  ye  desire,  when  ye  pray, 
beheve  that  ye  receive  them,  and  ye  shall  have  them."* 
He  makes  it  plain  that  our  asking  must  be  according  to 
God's  will;  we  must  ask  for  the  things  that  He  has 
promised,  and  whatever  we  receive  must  be  used  in 
doing  His  will.  The  conditions  met,  the  promise  is 
unequivocal. 

For  the  pardon  of  sin,  for  the  Holy  Spirit,  for  a 
Christlike  temper,  for  wisdom  and  strength  to  do  His 
work,  for  any  gift  He  has  promised,  we  may  ask;  then 
we  are  to  believe  that  we  receive,  and  return  thanks  to 
God  that  we  have  received. 

We  need  look  for  no  outward  evidence  of  the  bless- 
ing. The  gift  is  in  the  promise,  and  we  may  go  about 
our  work  assured  that  what  God  has  promised  He  is 
able  to  perform,  and  that  the  gift,  which  we  already 
possess,  will  be  realized  when  we  need  it  most. 

To  live  thus  by  the  word  of  God  means  the  sur- 
render to  Him  of  the  whole  Hfe.  There  will  be  felt  a 
continual  sense  of  need  and  dependence,  a  drawing  out 
of  the  heart  after  God.  Prayer  is  a  necessity;  for  it  is 
the  life  of  the  soul.  Family  prayer,  public  prayer,  have 
their  place;  but  it  is  secret  communion  with  God  that 
sustains  the  soul-life. 

It  was  in  the  mount  with  God  that  Moses  beheld 
the  pattern  of  that  wonderful  building  which  was  to  be 
the  abiding-place  of  His  glory.  It  is  in  the  mount  with 
God, — in  the  secret  place  of  communion, — that  we  are 
to  contemplate  His  glorious  ideal  for  humanity.  Thus 
we  shall  be  enabled  so  to  fashion  our  character-building 
that  to  us  may  be  fulfilled  His  promise,  "I  will  dwell  in 
them,  and  walk  in  them;  and  I  will  be  their  God,  and 
they  shall  be  My  people.  "'- 


1  Mark  ii :  24. 


22  Cor.  6:  16. 


Fa ith   and   Pray er 


259 


It  was  m  hours  o{  solitary  prayer  that  Jesus  in  His 
earth-life  received  wisdom  and  power.  Let  the  youth 
follow  His  example  in  finding  at  dawn  and  twilight  a 
quiet  season  for  communion  with  their  Father  in  heaven. 
And  throughout  the  day  let  them  lift  up  their  hearts 
to  God.  At  every  step  of  our  way  He  says,  "I 
the  Lord  thy  God  will  hold  thy  right  hand;  .  .  . 
fear  not;  I  will  help  thee."^  Could  our  children  learn 
these  lessons  in  the  morning  of  their  years,  what  fresh- 
ness and  power,  what  joy  and  sweetness,  would  be 
brought  into  their  lives! 


The  Saviour's 
Example 


These  are  lessons  that  only  he  who  himself  has 
learned  can  teach.  It  is  because  so  many  parents  and 
teachers  profess  to  believe  the  word  of  God  while  their 
lives  deny  its  power,  that  the  teaching  of  Scripture  has 
no  greater  effect  upon  the  youth.  At  times  the  youth 
are  brought  to  feel  the  power  of  the  word.  They  see 
the  preciousness  of  the  love  of  Christ.  They  see  the 
beauty  of  His  character,  the  possibilities  of  a  life  given 
to  His  service.  But  in  contrast  they  see  the  life  of 
those  who  profess  to  revere  God's  precepts.  Of  how 
many  are  the  words  true  that  were  spoken  to  the 
prophet  Ezekiel: — 

Thy  people  "speak  one  to  another,  every  one  to 
his  brother,  saying.  Come,  I  pray  you,  and  hear  what 
is  the  word  that  cometh  forth  from  the  Lord.  And 
they  come  unto  thee  as  the  people  cometh,  and  they 
sit  before  thee  as  My  people,  and  they  hear  thy  words, 
but  they  will  not  do  them;  for  with  their  mouth  they 
show  much  love;  but  their  heart  goeth  after  their 
covetousness.     And,  lo,  thou  art  unto  them  as  a  very 

Usa.  41  :  13. 


A  Cause 
of  Doubt 


26o 


Character-  Building 


The  Bible 

to  Shape 

the  Life 


lovely  song  of  one  that  hath  a  pleasant  voice,  and  can 
play  well  on  an  instrument;  for  they  hear  thy  words, 
but  they  do  them  not."^ 

It  is  one  thing  to  treat  the  Bible  as  a  book  of  good 
moral  instruction,  to  be  heeded  so  far  as  is  consistent 
with  the  spirit  of  the  times  and  our  position  in  the 
world;  it  is  another  thing  to  regard  it  as  it  really  is, — 
the  word  of  the  living  God, — the  word  that  is  our  life, 
the  word  that  is  to  mould  our  actions,  our  words,  and 
our  thoughts.  To  hold  God's  word  as  anything  less 
than  this  is  to  reject  it.  And  this  rejection  by  those 
who  profess  to  believe  it,  is  foremost  among  the  causes 
of  skepticism  and  infidelity  in  the  youth. 


Time  for 
Prayer 


An  intensity  such  as  never  before  was  seen  is  taking 
possession  of  the  world.  In  amusement,  in  money- 
making,  in  the  contest  for  power,  in  the  very  struggle 
for  existence,  there  is  a  terrible  force  that  engrosses 
body  and  mind  and  soul.  In  the  midst  of  this  mad- 
dening rush,  God  is  speaking.  He  bids  us  come  apart 
and  commune  with  Him.  **Be  still,  and  know  that  1 
am  God."^ 

Many,  even  in  their  seasons  of  devotion,  fail  of 
receiving  the  blessing  of  real  communion  with  God. 
They  are  in  too  great  haste.  With  hurried  steps  they 
press  through  the  circle  of  Christ's  loving  presence, 
pausing  perhaps  a  moment  within  the  sacred  precincts, 
but  not  waiting  for  counsel.  They  have  no  time  to 
remain  with  the  divine  Teacher.  With  their  burdens 
they  return  to  their  work. 

These  workers  can  never  attain  the  highest  success 
until    they   learn    the    secret    of  strength.      They   must 


lEze.  33:3032- 


I's.  46:  10. 


Faith    and   Prayer 


261 


give  themselves  time  to  think,  to  pray,  to  wait  upon 
God  for  a  renewal  of  physical,  mental,  and  spiritual 
power.  They  need  the  uplifting  influence  of  His  Spirit. 
Receiving  this,  they  will  be  quickened  by  fresh  life. 
The  wearied  frame  and  tired  brain  will  be  refreshed, 
the  burdened  heart  will  be  lightened. 

Not  a  pause  for  a  moment  in  His  presence,  but 
personal  contact  with  Christ,  to  sit  down  in  companion- 
ship with  Him, — this  is  our  need.  Happy  will  it  be 
for  the  children  of  our  homes  and  the  students  of  our 
schools  when  parents  and  teachers  shall  learn  in  their 
own  lives  the  precious  experience  pictured  in  these 
words  from  the  Song  of  Songs: — 

"As  the  apple-tree  among  the  trees  of  the  wood, 
So  is  my  Beloved  among  the  sons. 
I  sat  down  under  His  shadow  with  great  delight, 
And  His  fruit  was  sweet  to  my  taste. 
He  brought  me  to  the  banqueting-house, 
And  His  banner  over  me  was  love."  ^ 

•  Cant.  2:3,  4. 


A  Precious 
Experience 


The  Life-Work 


"this  one  thing  I  do' 


A  Definite 
Aim 


God's 

Purpose  for 

the  Youth 


C^UCCESS  in  any  line  demands  a  definite  aim.  He 
^  who  would  achieve  true  success  in  life  must  keep 
steadily  in  view  the  aim  worthy  of  his  endeavor.  Such 
an  aim  is  set  before  the  youth  of  to-day.  The  heaven- 
appointed  purpose  of  giving  the  gospel  to  the  world 
in  this  generation  is  the  noblest  that  can  appeal  to 
any  human  being.  It  opens  a  field  of  effort  to  every 
one  whose  heart  Christ  has  touched. 

God's  purpose  for  the  children  growing  up  beside 
our  hearths  is  wider,  deeper,  higher,  than  our  restricted 
vision  has  comprehended.  From  the  humblest  lot 
those  whom  He  has  seen  faithful  have  in  time  past 
been  called  to  witness  for  Him  in  the  world's  highest 
places.  And  many  a  lad  of  to-day,  growing  up  as  did 
Daniel  in  his  Judean  home,  studying  God's  word  and 
His  works,  and  learning  the  lessons  of  faithful  service, 
will  yet  stand  in  legislative  assemblies,  in  halls  of 
justice,  or  in  royal  courts,  as  a  witness  for  the  King 
of  kings.  Multitudes  will  be  called  to  a  wider  ministry. 
The  whole  world  is  opening  to  the  gospel.  Ethiopia  is 
stretching  out  her  hands  unto  God.  From  Japan  and 
China  and  India,  from  the  still-darkened  lands  of  our 
own  continent,  from  every  quarter  of  this  world  of  ours, 
comes  the  cry  of  sin-stricken  hearts  for  a  knowledge  of 
(262) 


The    Life-  Work 


263 


the  God  of  love.  Millions  upon  millions  have  never  so 
much  as  heard  of  God  or  of  His  love  revealed  in  Christ. 
It  is  their  right  to  receive  this  knowledge.  They  have 
an  equal  claim  with  us  in  the  Saviour's  mercy.  And  it 
rests  with  us  who  have  received  the  knowledge,  with 
our  children  to  whom  we  may  impart  it,  to  answer  their 
cry.  To  every  household  and  every  school,  to  every 
parent,  teacher,  and  child  upon  whom  has  shone  the 
light  of  the  gospel,  comes  at  this  crisis  the  question  put 
to  Esther  the  queen  at  that  momentous  crisis  in  Israel's 
history,  "Who  knoweth  whether  thou  art  come  to  the 
kingdom  for  such  a  time  as  this?"' 

Those  who  think  of  the  result  of  hastening  or  hin- 
dering the  gospel  think  of  it  in  relation  to  themselves 
and  to  the  world.  Few  think  of  its  relation  to  God. 
Few  give  thought  to  the  suffering  that  sin  has  caused 
our  Creator.  All  heaven  suffered  in  Christ's  agony; 
but  that  suffering  did  not  begin  or  end  with  His 
manifestation  in  humanity.  The  cross  is  a  revelation 
to  our  dull  senses  of  the  pain  that,  from  its  very  in- 
ception, sin  has  brought  to  the  heart  of  God.  Every 
departure  from  the  right,  every  deed  of  cruelty,  every 
failure  of  humanity  to  reach  His  ideal,  brings  grief  to 
Him.  When  there  came  upon  Israel  the  calamities  that 
were  the  sure  result  of  separation  from  God, — subjuga- 
tion by  their  enemies,  cruelty,  and  death,^it  is  said 
that  "His  soul  was  grieved  for  the  misery  of  Israel." 
'Tn  all  their  affliction  He  was  afflicted;  .  .  .  and 
He  bare  them,  and  carried  them  all  the  days  of  old."'' 

His  Spirit  "maketh  intercession  for  us  with  groan- 
ings  which  can  not  be  uttered."  As  the  "whole  crea- 
tion groaneth  and  travaileth  together  in  pain,"^  the  heart 
of  the  infinite  Father  is  pained  in  sympathy.     Our  world 


Individual 
Responsibility 


God  a  Sharer 
in  Suffering 


'  Esther  4  :  14. 


2  Judges  10:16;    Isa.  63:9. 


'  Rom.  8  :  26,  22. 


264 


Ch  a  ra  ctei'-  Bii  i  Idiyig 


When  the 

End 

Will  Come 


Mistakes  in 
Education 


SelSsb  Aim 


is  a  vast  lazar-house,  a  scene  of  misery  that  we  dare  not 
allow  even  our  thoughts  to  dwell  upon.  Did  we  realize 
it  as  it  is,  the  burden  would  be  too  terrible.  Yet  God 
feels  it  all.  In  order  to  destroy  sin  and  its  results  He 
gave  His  best  Beloved,  and  He  has  put  it  in  our  power, 
through  co-operation  with  Him,  to  bring  this  scene  of 
misery  to  an  end.  "This  gospel  of  the  kingdom  shall 
be  preached  in  all  the  world  for  a  witness  unto  all 
nations;   and  then  shall  the  end  come."^ 

**Go  ye  into  all  the  world,  and  preach  the  gospel  to 
every  creature,"^  is  Christ's  command  to  His  followers. 
Not  that  all  are  called  to  be  ministers  or  missionaries  in 
the  ordinary  sense  of  the  term ;  but  all  may  be  workers 
with  Him  in  giving  the  '*glad  tidings"  to  their  fellow- 
men.  To  all,  great  or  small,  learned  or  ignorant,  old 
or  young,  the  command  is  given. 

In  view  of  this  command,  can  we  educate  our  sons 
and  daughters  for  a  life  of  respectable  conventionality,  a 
life  professedly  Christian,  but  lacking  His  self-sacrifice, 
a  life  on  which  the  verdict  of  Him  who  is  truth  must  be, 
**I  know  you  not"? 

Thousands  are  doing  this.  They  think  to  secure 
for  their  children  the  benefits  of  the  gospel,  while  they 
deny  its  spirit.  But  this  can  not  be.  Those  who  reject 
the  privilege  of  fellowship  with  Christ  in  service,  reject 
the  only  training  that  imparts  a  fitness  for  participation 
with  Him  in  His  glory.  They  reject  the  training  that 
in  this  life  gives  strength  and  nobility  of  character. 
Many  a  father  and  mother,  denying  their  children  to 
the  cross  of  Christ,  have  learned  too  late  that  they  were 
thus  giving  them  over  to  the  enemy  of  God  and  man. 
They  sealed  their  ruin,  not  alone  for  the  future  but  for 
the  present   life.      Temptation   overcame  them.      They 


1  Matt,  24  ;  14. 


2  Mark  16 


The    Life-  Work 


2^5 


grew   up  a  curse  to  the  world,   a  grief  and   shame  to 
those  who  gave  them  being. 

Even  in  seeking  a  preparation  for  God's  service, 
many  are  turned  aside  by  wrong  methods  of  edu- 
cation. Life  is  too  generally  regarded  as  made  up  of 
distinct  periods,  the  period  of  learning  and  the  period  of 
doing, — of  preparation  and  of  achievement.  In  prepa- 
ration for  a  life  of  service  the  youth  are  sent  to  school, 
to  acquire  knowledge  by  the  study  of  books.  Cut  off 
from  the  responsibilities  of  every-day  life,  they  become 
absorbed  in  study,  and  often  lose  sight  of  its  purpose. 
The  ardor  of  their  early  consecration  dies  out,  and  too 
many  take  up  with  some  personal,  selfish  ambition. 
Upon  their  graduation,  thousands  find  themselves  out 
of  touch  with  life.  They  have  so  long  dealt  with  the 
abstract  and  theoretical  that  when  the  whole  being  must 
be  roused  to  meet  the  sharp  contests  of  real  life,  they 
are  unprepared.  Instead  of  the  noble  work  they  had 
purposed,  their  energies  are  engrossed  in  a  struggle  for 
mere  subsistence.  After  repeated  disappointments,  in 
despair  even  of  earning  an  honest  livelihood,  many  drift 
into  questionable  or  criminal  practises.  The  world  is 
robbed  of  the  service  it  might  have  received ;  and  God 
is  robbed  of  the  souls  He  longed  to  uplift,  ennoble,  and 
honor  as  representatives  of  Himself 

Many  parents  err  in  discriminating  between  their 
children  in  the  matter  of  education.  They  make 
almost  any  sacrifice  to  secure  the  best  advantages  for 
one  that  is  bright  and  apt.  But  these  opportunities 
are  not  thought  a  necessity  for  those  who  are  less 
promising.  Little  education  is  deemed  essential  for 
the  performance  of  life's  ordinary  duties. 

But  who   is  capable  of  selecting   from   a   family   of 


Absorption 
htStudy 


Out  of  Touch 
with  Life 


266 


Chai'acter-  Biiilding 


Whom  Shall 
We  Educate? 


"Not  as 
Man  Seetb 


children  the  ones  upon  whom  will  rest  the  most  impor- 
tant responsibilities?  How  often  human  judgment  has 
here  proved  to  be  at  fault!  Remember  the  experience 
of  Samuel  when  sent  to  anoint  from  the  sons  of  Jesse 
one  to  be  king  over  Israel.  Seven  noble-looking  youth 
passed  before  him.  As  he  looked  upon  the  first,  in 
features  comely,  in  form  well-developed,  and  in  bearing 
princely,  the  prophet  exclaimed,  "Surely  the  Lord's 
anointed  is  before  Him."  But  God  said,  "Look  not 
on  his  countenance,  or  on  the  height  of  his  stature; 
because  I  have  refused  him;  for  the  Lord  seeth  not  as 
man  seeth;  for  man  looketh  on  the  outward  appearance, 
but  the  Lord  looketh  on  the  heart."  So  of  all  the 
seven  the  testimony  w^as,  "The  Lord  hath  not  chosen 
these."  ^  And  not  until  David  had  been  called  from  the 
flock  was  the  prophet  permitted  to  fulfil  his  mission. 

The  elder  brothers,  from  whom  Samuel  would  have 
chosen,  did  not  possess  the  qualifications  that  God  saw 
to  be  essential  in  a  ruler  of  His  people.  Proud,  self- 
centered,  self-confident,  they  were  set  aside  for  the  one 
whom  they  lightly  regarded,  one  who  had  preserved  the 
simplicity  and  sincerity  of  his  youth,  and  who,  while 
little  in  his  own  sight,  could  be  trained  by  God  for  the 
responsibihties  of  the  kingdom.  So  to-day,  in  many 
a  child  whom  the  parents  would  pass  by,  God  sees 
capabilities  far  above  those  revealed  by  others  who 
are  thought  to  possess  great  promise. 

And  as  regards  life's  possibilities,  who  is  capable  of 
deciding  what  is  great  and  what  is  small?  How  many 
a  worker  in  the  lowly  places  of  life,  by  setting  on  foot 
agencies  for  the  blessing  of  the  world,  has  achieved 
results  that  kings  might  envy! 

Let  every  child,  then,  receive  an  education  for  the 

J I  Sam.  i6:6,  7,  10. 


The    Life-  Work 


267 


I 


highest  service.  "In  the  morning  sow  thy  seed,  and  in 
the  evening  withhold  not  thine  hand;  for  thou  knowest 
not  which  shall  prosper,  whether  this  or  that."^ 

The  specific  place  appointed  us  in  life  is  determined 
by  our  capabilities.  Not  all  reach  the  same  develop- 
ment or  do  with  equal  efficiency  the  same  work.  God 
does  not  expect  the  hyssop  to  attain  the  proportions 
of  the  cedar,  or  the  olive  the  height  of  the  stately  palm. 
But  each  should  aim  just  as  high  as  the  union  of  human 
with  divine  power  makes  it  possible  for  him  to  reach. 

Many  do  not  become  what  they  might,  because  they 
do  not  put  forth  the  power  that  is  in  them.  They  do 
not,  as  they  might,  lay  hold  on  divine  strength.  Many 
are  diverted  from  the  line  in  which  they  might  reach 
the  truest  success.  Seeking  greater  honor  or  a  more 
pleasing  task,  they  attempt  something  for  which  they  are 
not  fitted.  Many  a  man  whose  talents  are  adapted  for 
some  other  calling,  is  ambitious  to  enter  a  profession; 
and  he  who  might  have  been  successful  as  a  farmer,  an 
artisan,  or  a  nurse,  fills  inadequately  the  position  of  a 
minister,  a  lawyer,  or  a  physician.  There  are  others, 
again,  who  might  have  filled  a  responsible  calling,  but 
who,  for  want  of  energy,  application,  or  perseverance, 
content  themselves  with  an  easier  place. 

We  need  to  follow  more  closely  God's  plan  of  life. 
To  do  our  best  in  the  work  that  lies  nearest,  to  commit 
our  ways  to  God,  and  to  watch  for  the  indications 
of  His  providence, — these  are  rules  that  insure  safe 
guidance  in  the  choice  of  an  occupation. 

He  who  came  from  heaven  to  be  our  example  spent 
nearly  thirty  years  of  His  life  in  common,  mechanical 
labor;  but  during  this  time  He  was  studying  the  word 
and  the  works  of  God,  and  helping,  teaching,  all  whom 

lEccl.  11  : 6,  R.  V. 


Cboosing'  an 
Occupation 


Cause  of 
Failure 


268 


Ch  a  ra  cie  r-  B  u  iJdiyig 


Example  in 
Service 


Church 
Relationship 


His  influence  could  reach.  When  His  public  ministry 
began,  He  went  about  healing  the  sick,  comforting  the 
sorrowful,  and  preaching  the  gospel  to  the  poor.  This 
is  the  work  of  all   His  followers. 

'*He  that  is  greatest  among  you,"  He  said,  "let 
him  be  as  the  younger;  and  he  that  is  chief,  as  he  that 
doth  serve.  For  ...  I  am  among  you  as  he  that 
serveth."^ 

Love  and  loyalty  to  Christ  are  the  spring  of  all  true 
service.  In  the  heart  touched  by  His  love,  there  is 
begotten  a  desire  to  work  for  Him.  Let  this  desire  be 
encouraged  and  rightly  guided.  Whether  in  the  home, 
the  neighborhood,  or  the  school,  the  presence  of  the 
poor,  the  afflicted,  the  ignorant,  or  the  unfortunate, 
should  be  regarded,  not  as  a  misfortune,  but  as  affording 
precious  opportunity  for  service. 

In  this  work,  as  in  every  other,  skill  is  gained  in 
the  work  itself  It  is  by  training  in  the  common  duties 
of  life  and  in  ministry  to  the  needy  and  suffering, 
that  efficiency  is  assured.  Without  this  the  best-meant 
efforts  are  often  useless  and  even  harmful.  It  is  in  the 
water,  not  on  the  land,  that  men  learn  to  swim. 

Another  obligation,  too  often  lightly  regarded, — 
one  that  to  the  youth  awakened  to  the  claims  of  Chri.st 
needs  to  be  made  plain, — is  the  obligation  of  church 
relationship. 

Very  close  and  sacred  is  the  relation  between  Christ 
and  His  church, — He  the  bridegroom,  and  the  church 
the  bride;  He  the  head,  and  the  church  the  body. 
Connection  with  Christ,  then,  involves  connection  with 
His   church. 

The  church  is  organized  for  service;  and  in  a  life  of 
service  to  Christ,  connection  with  the  church  is  cne  of 

'Luke  22:  26,  27- 


The   Life-  Work 


269 


the  first  steps.  Loyalty  to  Christ  demands  the  faithful 
performance  of  church  duties.  This  is  an  important 
part  of  one's  training;  and  in  a  church  imbued  with 
the  Master's  life,  it  will  lead  directly  to  effort  for  the 
world  without. 

There  are  many  lines  in  which  the  youth  can  find 
opportunity  for  helpful  effort.  Let  them  organize  into 
bands  for  Christian  service,  and  the  co-operation  will 
prove  an  assistance  and  an  encouragement.  Parents 
and  teachers,  by  taking  an  interest  in  the  work  of  the 
young  people,  will  be  able  to  give  them  the  benefit  of 
their  own  larger  experience,  and  can  help  them  to  make 
their  efforts  effective  for  good. 

It  is  acquaintance  that  awakens  sympathy,  and  sym- 
pathy is  the  spring  of  effective  ministry.  To  awaken 
in  the  children  and  youth  sympathy  and  the  spirit  of 
sacrifice  for  the  suffering  millions  in  the  *' regions 
beyond,"  let  them  become  acquainted  with  these  lands 
and  their  peoples.  In  this  line  much  might  be  accom- 
plished in  our  schools.  Instead  of  dwelling  on  the 
exploits  of  the  Alexanders  and  Napoleons  of  history, 
let  the  pupils  study  the  lives  of  such  men  as  the  apostle 
Paul  and  Martin  Luther,  as  Moffat  and  Livingstone  and 
Carey,  and  the  present  daily-unfolding  history  of  mis- 
sionary effort.  Instead  of  burdening  their  memories 
with  an  array  of  names  and  theories  that  have  no 
bearing  upon  their  lives,  and  to  which,  once  outside 
the  schoolroom,  they  rarely  give  a  thought,  let  them 
study  all  lands  in  the  light  of  missionary  effort,  and 
become  acquainted  with   the   peoples  and   their  needs. 

In  this  closing  work  of  the  gospel  there  is  a  vast 
field  to  be  occupied ;  and,  more  than  ever  before,  the 
work   is    to   enlist    helpers   from    the    common    people. 


Young 

People's 

Societies 


Foreign 
Missions 


270 


Cha  racter-  B  u  i  I  ding 


Workers  from 

the  Common 

People 


The  Saviour's 
Choice 


Both  the  youth  and  those  older  in  years  will  be  called 
from  the  field,  from  the  vineyard,  and  from  the  work- 
shop, and  sent  forth  by  the  Master  to  give  His  message. 
Many  of  these  have  had  little  opportunity  for  education ; 
but  Christ  sees  in  them  qualifications  that  will  enable 
them  to  fulfil  His  purpose.  If  they  put  their  hearts 
into  the  work,  and  continue  to  be  learners,  He  will  fit 
them  to  labor  for  Him. 

He  who  knows  the  depths  of  the  world's  misery 
and  despair,  knows  by  what  means  to  bring  relief  He 
sees  on  every  hand  souls  in  darkness,  bowed  downi  with 
sin  and  sorrow  and  pain.  But  He  sees  also  their  pos- 
sibilities; He  sees  the  height  to  which  they  may  attain. 
Although  human  beings  have  abused  their  mercies, 
wasted  their  talents,  and  lost  the  dignity  of  godlike  man- 
hood, the  Creator  is  to  be  glorified  in  their  redemption. 

The  burden  of  labor  for  these  needy  ones  in  the 
rough  places  of  the  earth  Christ  lays  upon  those  who 
can  feel  for  the  ignorant  and  for  such  as  are  out  of 
the  way.  He  will  be  present  to  help  those  whose 
hearts  are  susceptible  to  pity,  though  their  hands  may 
be  rough  and  unskilled.  He  will  work  through  those 
who  can  see  mercy  in  misery,  and  gain  in  loss.  When 
the  Light  of  the  world  passes  by,  privilege  will  be 
discerned  in  hardship,  order  in  confusion,  success  in 
apparent  failure.  Calamities  will  be  seen  as  disguised 
blessings;  woes,  as  mercies.  Laborers  from  the  com- 
mon people,  sharing  the  sorrows  of  their  fellow-men  as 
their  Master  shared  the  sorrows  of  the  whole  human 
race,  will  by  faith  see  Him  working  with  them. 

'*  The  great  day  of  the  Lord  is  near,  it  is  near,  and 
hasteth  greatly."^     And  a  world  is  to  be  warned. 

With  such  preparation  as  they  can  gain,  thousands 


Zeph.  I  :  14. 


The   Life-  Work 


271 


upon  thousands  of  the  youth  and  those  older  in  years 
should  be  giving  themselves  to  this  work.  Already 
many  hearts  are  responding  to  the  call  of  the  Master 
Worker,  and  their  numbers  will  increase.  Let  every 
Christian  educator  give  such  workers  sympathy  and 
co-operation.  Let  him  encourage  and  assist  the  youth 
under  his  care  in  gaining  a  preparation  to  join  the  ranks. 

There  is  no  line  of  work  in  which  it  is  possible  for 
the  youth  to  receive  greater  benefit.  All  who  engage 
in  ministry  are  God's  helping  hand.  They  are  co- 
workers with  the  angels;  rather,  they  are  the  human 
agencies  through  whom  the  angels  accomplish  their 
mission.  Angels  speak  through  their  voices,  and  work 
by  their  hands.  And  the  human  workers,  co-operating 
with  heavenly  agencies,  have  the  benefit  of  their  educa- 
tion and  experience.  As  a  means  of  education,  what 
''university  course"  can  equal  this? 

With  such  an  army  of  workers  as  our  youth,  rightly 
trained,  might  furnish,  how  soon  the  message  of  a 
crucified,  risen,  and  soon-coming  Saviour  might  be 
carried  to  the  whole  world!  How  soon  might  the 
end  come, — the  end  of  suffering  and  sorrow  and  sin! 
How  soon,  in  place  of  a  possession  here,  with  its  blight 
of  sin  and  pain,  our  children  might  receive  their  inher- 
itance where  "the  righteous  shall  inherit  the  land,  and 
dwell  therein  forever;"  where  "the  inhabitant  shall  not 
say,  I  am  sick,"  and  "the  voice  of  weeping  shall  be  no 
more  heard."  ^ 


Opportunity 
for  Education 


Our 

Children's 

Heritage 


iPs.  37:29.    Isa.  33:24;  65:19. 


The   U nder-T eacher 


\ 

I 


'As   My  Father  hath   sent  Me,   even   so 
send  I  you'' 


Preparation 


'STUDY    TO    SHOW    THYSELF 
APPROVED    UNTO    GOD" 


'y  ^HE  child's  first  teacher  is  the  mother.  During 
-^  the  period  of  greatest  susceptibihty  and  most  rapid 
development  his  education  is  to  a  great  degree  in  her 
hands.  To  her  first  is  given  opportunity  to  mould  the 
character  for  good  or  for  evil.  She  should  understand 
the  value  of  her  opportunity,  and,  above  every  other 
teacher,  should  be  qualified  to  use  it  to  the  best  account. 
Yet  there  is  no  other  to  whose  training  so  little  thought 
is  given.  The  one  whose  influence  in  education  is  most 
potent  and  far-reaching  is  the  one  for  whose  assistance 
there  is  the  least  systematic  effort. 

Those  to  whom  the  care  of  the  little  child  is  com- 
mitted are  too  often  ignorant  of  its  physical  needs; 
they  know  little  of  the  laws  of  health  or  the  principles 
of  development.  Nor  are  they  better  fitted  to  care  for 
its  mental  and  spiritual  growth.  They  may  be  qualified 
to  conduct  business  or  to  shine  in  society;  they  may 
have  made  creditable  attainments  in  literature  and  sci- 
ence; but  of  the  training  of  a  child  they  have  little 
knowledge.  It  is  chiefly  because  of  this  lack,  especially 
because  of  the  early  neglect  of  physical  development, 
that  so  large  a  proportion  of  the  human  race  die  in 
infancy,  and  of  those  who  reach  maturity  there  are  so 
many  to  whom  life  is  but  a  burden. 

(275) 


The  Mother's 
Opportunity 


Lack  of 
Preparation 


276 


The    Under-  I'eaclicr 


Hducation 
for  Barents 


The  Teacher; 

Broad 

Training 


Upon  fathers  as  well  as  mothers  rests  a  responsi- 
bility for  the  child's  earlier  as  well  as  its  later  training, 
and  for  both  parents  the  demand  for  careful  and  thor- 
ough preparation  is  most  urgent.  Before  taking  upon 
themselves  the  possibilities  of  fatherhood  and  mother- 
hood, men  and  women  should  become  acquainted  with 
the  laws  of  physical  development, — with  physiology  and 
hygiene,  with  the  bearing  of  prenatal  influences,  with  the 
laws  of  heredity,  sanitation,  dress,  exercise,  and  the  treat- 
ment of  disease;  they  should  also  understand  the  laws 
of  mental  development  and  moral  training. 

This  work  of  education  the  Infinite  One  has  counted 
so  important  that  messengers  from  His  throne  have 
been  sent  to  a  mother  that  was  to  be,  to  answer  the 
question,  "How  shall  we  order  the  child,  and  how  shall 
we  do  unto  him?"^  and  to  instruct  a  father  concerning 
the  education  of  a  promised  son. 

Never  will  education  accomplish  all  that  it  might 
and  should  accomplish  until  the  importance  of  the 
parents'  work  is  fully  recognized,  and  they  receive  a 
training  for  its  sacred  responsibilities. 

The  necessity  of  preparatory  training  for  the  teacher 
is  universally  admitted;  but  few  recognize  the  character 
of  the  preparation  most  essential.  He  who  appreciates 
the  responsibility  involved  in  the  training  of  the  youth, 
will  realize  that  instruction  in  scientific  and  literary  lines 
alone  can  not  suffice.  The  teacher  should  have  a  more 
comprehensive  education  than  can  be  gained  by  the 
study  of  books.  He  should  possess  not  only  strength 
but  breadth  of  mind;  should  be  not  only  whole-souled 
but  large-hearted. 

He  only  who  created  the  mind  and  ordained  its 
laws  can  perfectly   understand   its   needs   or    direct  its 

ijudgcs  13:12. 


Prep  a  rat i 0)1 


277 


development.  The  principles  of  education  that  He  has 
givQW  are  the  only  safe  guide.  A  qualification  essential 
for  every  teacher  is  a  knowledge  of  these  principles,  and 
such  an  acceptance  of  them  as  will  make  them  a  con^ 
trolling  power  in  his  own  life. 

Experience  in  practical  life  is  indispensable.  Order, 
thoroughness,  punctuality,  self-control,  a  sunny  temper, 
evenness  of  disposition,  self-sacrifice,  integrity,  and  cour- 
tesy are  essential  qualifications. 

Because  there  is  so  much  cheapness  of  character, 
so  much  of  the  counterfeit  all  around  the  youth,  there 
is  the  more  need  that  the  teacher's  words,  attitude, 
and  deportment  should  represent  the  elevated  and  the 
true.  Children  are  quick  to  detect  affectation  or  any 
other  weakness  or  defect.  The  teacher  can  gain  the 
respect  of  his  pupils  in  no  other  way  than  by  revealing 
in  his  own  character  the  principles  which  he  seeks  to 
teach  them.  Only  as  he  does  this  in  his  daily  associa- 
tion with  them  can  he  have  a  permanent  influence  over 
them  for  good. 

For  almost  every  other  qualification  that  contributes 
to  his  success,  the  teacher  is  in  great  degree  dependent 
upon  physical  vigor.  The  better  his  health,  the  better 
will  be  his  work. 

So  wearing  are  his  responsibilities  that  special  effort 
on  his  part  is  required  to  preserve  vigor  and  freshness. 
Often  he  becomes  heart-weary  and  brain-weary,  with  the 
almost  irresistible  tendency  to  depression,  coldness,  or 
irritability.  It  is  his  duty  not  merely  to  resist  such 
moods  but  to  avoid  their  cause.  He  needs  to  keep  the 
heart  pure  and  sw-^et  and  trustful  and  sympathetic.  In 
order  to  be  alwayf^  firm  and  calm  and  cheerful,  he  must 
preserve  the'  strenp"th  of  brain  and  nerve. 


Essential 
Qualifications 


Physical 
Vigor 


278 


The    Under-  Teacher 


Outdoor 
Labor 


Literary 
Attainments 


A  High 
Standard 


Since  in  his  work  quality  is  so  much  more  impor- 
tant than  quantity,  he  should  guard  against  overlabor, — 
against  attempting  too  much  in  his  own  line  of  duty; 
against  accepting  other  responsibilities  that  would  unfit 
him  for  his  work;  and  against  engaging  in  amusements 
and  social  pleasures  that  are  exhausting  rather  than 
recuperative. 

Outdoor  exercise,  especially  in  useful  labor,  is  one 
of  the  best  means  of  recreation  for  body  and  mind;  and 
the  teacher's  example  will  inspire  his  pupils  with  interest 
in  and  respect  for  manual  labor. 

In  every  line  the  teacher  should  scrupulously  observe 
the  principles  of  health.  He  should  do  this  not  only 
because  of  its  bearing  upon  his  own  usefulness,  but  also 
because  of  its  influence  upon  his  pupils.  He  should  be 
temperate  in  all  things;  in  diet,  dress,  labor,  recreation, 
he  is  to  be  an  example. 

With  physical  health  and  uprightness  of  character 
should  be  combined  high  literary  qualifications.  The 
more  of  true  knowledge  the  teacher  has,  the  better  will 
be  his  work.  The  schoolroom  is  no  place  for  surface- 
work.  No  teacher  who  is  satisfied  with  superficial 
knowledge  will  attain   a  high  degree  of  efficiency. 

But  the  teacher's  usefulness  depends  not  so  much 
upon  the  actual  amount  of  his  acquirements  as  upon 
the  standard  at  which  he  aims.  The  true  teacher  is 
not  content  with  dull  thoughts,  an  indolent  mind,  or  a 
loose  memory.  He  constantly  seeks  higher  attainments 
and  better  methods.  His  life  is  one  of  continual  growth. 
In  the  work  of  such  a  teacher  there  is  a  freshness,  a 
quickening  power,  that  awakens  and  inspires  his  pupils. 

The  teacher  must  have  aptness  for  his  work.  He 
must  have  the  wisdom  and  tact  required  in  dealing  with 


Preparation 


279 


minds.  However  great  his  scientific  knowledge,  how- 
ever excellent  his  qualifications  in  other  lines,  if  he 
does  not  gain  the  respect  and  confidence  of  his  pupils, 
his  efforts  will  be  in  vain. 

Teachers  are  needed  who  are  quick  to  discern  and 
improve  every  opportunity  for  doing  good;  those  who 
with  enthusiasm  combine  true  dignity;  who  are  able  to 
control,  and  "apt  to  teach;"  who  can  inspire  thought, 
arouse  energy,  and  impart  courage  and  life. 

A  teacher's  advantages  may  have  been  limited,  so 
that  he  may  not  possess  as  high  literary  qualifications 
as  might  be  desirable;  yet  if  he  has  true  insight  into 
human  nature;  if  he  has  a  genuine  love  for  his  work, 
an  appreciation  of  its  magnitude,  and  a  determination  to 
improve;  if  he  is  willing  to  labor  earnestly  and  persever- 
ingly,  he  will  comprehend  the  needs  of  his  pupils,  and, 
by  his  sympathetic,  progressive  spirit,  will  inspire  them 
to  follow  as  he  seeks  to  lead  them  onward  and  upward. 

The  children  and  youth  under  the  teacher's  care 
differ  widely  in  disposition,  habits,  and  training.  Some 
have  no  definite  purpose  or  fixed  principles.  They  need 
to  be  awakened  to  their  responsibilities  and  possibilities. 
Few  children  have  been  rightly  trained  at  home.  Some 
have  been  household  pets.  Their  whole  training  has 
been  superficial.  Allowed  to  follow  inclination  and  to 
shun  responsibility  and  burden -bearing,  they  lack  sta- 
bility, perseverance,  and  self-denial.  These  often  regard 
all  discipline  as  an  unnecessary  restraint.  Others  have 
been  censured  and  discouraged.  Arbitrary  restraint 
and  harshness  have  developed  in  them  obstinacy  and 
defiance.  If  these  deformed  characters  are  reshaped, 
the  work  must,  in  most  cases,  be  done  by  the  teacher. 
In  order  to  accomplish  it  successfully,  he  must  have 


'AdtfTims  tra  tive 
Ability 


Di&culties 


28o 


The    Under-  Teacher 


Sympathy 
incl  Insight 


Social 
Relntion 


Parti  ality 


the  sympathy  and  insight  that  will  enable  him  to  trace 
to  their  cause  the  faults  and  errors  manifest  in  his  pupils. 
He  must  have  also  the  tact  and  skill,  the  patience  and 
firmness,  that  will  enable  him  to  impart  to  each  the 
needed  help, — to  the  vacillating  and  ease-loving,  such 
encouragement  and  assistance  as  will  be  a  stimulus  to 
exertion ;  to  the  discouraged,  sympathy  and  appreciation 
that  will  create  confidence  and  thus  inspire  effort. 

Teachers  often  fail  of  coming  sufficiently  into  social 
relation  with  their  pupils.  They  manifest  too  little 
sympathy  and  tenderness,  and  too  much  of  the  dignity 
of  the  stern  judge.  While  the  teacher  must  be  firm 
and  decided,  he  should  not  be  exacting  or  dictatorial. 
To  be  harsh  and  censorious,  to  stand  aloof  from  his 
pupils  or  treat  them  indifferently,  is  to  close  the 
avenues  through  which  he  might  influence  them  for 
good. 

Under  no  circumstances  should  the  teacher  manifest 
partiality.  To  favor  the  winning,  attractive  pupil,  and 
be  critical,  impatient,  or  unsympathetic  toward  those  who 
most  need  encouragement  and  help,  is  to  reveal  a  total 
misconception  of  the  teacher's  work.  It  is  in  dealing 
with  the  faulty,  trying  ones  that  the  character  is  tested, 
and  it  is  proved  whether  the  teacher  is  really  qualified 
for  his  position. 


Great  is  the  responsibility  of  those  who  take  upon 
themselves  the  guidance  of  a  human  soul.  The  true 
father  and  mother  count  theirs  a  trust  from  which  they 
can  never  be  wholly  released.  The  life  of  the  child, 
from  his  earliest  to  his  latest  day,  feels  the  power  of 
that  tie  which  binds  him  to  the  parent's  heart;  the 
acts,  the  words,  the  very  look  of  the   parent,  continue 


Preparat  io)i 


f8i 


to  mould  the  child  for  good  or  for  evil.  The  teacher 
shares  this  responsibility,  and  he  needs  constantly  to 
reahze  its  sacredness,  and  to  keep  in  view  the  purpose 
of  his  work.  He  is  not  merely  to  accomplish  the  daily 
tasks,  to  please  his  employers,  to  maintain  the  standing 
of  the  school;  he  must  consider  the  highest  good  of 
his  pupils  as  individuals,  the  duties  that  life  will  lay 
upon  them,  the  service  it  requires,  and  the  preparation 
demanded.  The  work  he  is  doing  day  by  day  will 
exert  upon  his  pupils,  and  through  them  upon  others, 
an  influence  that  will  not  cease  to  extend  and  strengthen 
until  time  shall  end.  The  fruits  of  his  work  he  must 
meet  in  that  great  day  when  every  word  and  deed  shall 
be  brought  in  review  before  God. 

The  teacher  who  realizes  this  will  not  feel  that  his 
work  is  completed  when  he  has  finished  the  daily  rou- 
tine of  recitations,  and  for  a  time  his  pupils  pass  from 
under  his  direct  care.  He  will  carry  these  children 
and  youth  upon  his  heart.  How  to  secure  for  them 
the  noblest  standard  of  attainment  will  be  his  constant 
study  and  effort. 

He  who  discerns  the  opportunities  and  privileges  of 
his  work  will  allow  nothing  to  stand  in  the  way  of 
earnest  endeavor  for  self-improvement.  He  will  spare 
no  pains  to  reach  the  highest  standard  of  excellence. 
All  that  he  desires  his  pupils  to  become,  he  will  himself 
strive  to  be. 


Kesponsibility 


Self- 
Improvement 


The  deeper  the  sense  of  responsibility,  and  the  more 
earnest  the  effort  for  self-improvement,  the  more  clearly 
will  the  teacher  perceive  and  the  more  keenly  regret  the 
defects  that  hinder  his  usefulness.  As  he  beholds  the 
magnitude  of  his  work,  its  difficulties  and  po.ssibilitics, 


282 


The    Under-  Teacher 


Our  Source 
of  Help 


The  Highest 
Preparation 


often  will  his  heart  cry  out,  "Who  is  sufficient  for 
these  things?" 

Dear  teacher,  as  you  consider  your  need  of  strength 
and  guidance, — need  that  no  human  source  can  sup- 
ply,-— I  bid  you  consider  the  promises  of  Him  who  is 
the  wonderful  Counselor. 

"Behold,"  He  says,  "I  have  set  before  thee  an  open 
door,  and  no  man  can  shut  it."^ 

"Call  upon  Me,  and  I  will  answer  thee."  "I  will 
instruct  thee  and  teach  thee  in  the  way  which  thou  shalt 
go;   I  will  guide  thee  with  Mine  eye.""^ 

"Even  unto  the  end  of  the  world"  "I  am  with 
you."^ 

As  the  highest  preparation  for  your  work,  I  point 
you  to  the  words,  the  life,  the  methods,  of  the  Prince 
of  teachers.  I  bid  you  consider  Him.  Here  is  your 
true  ideal.  Behold  it,  dwell  upon  it,  until  the  Spirit 
of  the  divine  Teacher  shall  take  possession  of  your 
heart  and  life. 

"Reflecting  as  a  mirror  the  glory  of  the  Lord," 
you  will  be   "transformed  into  the  same  image."* 

This  is  the  secret  of  power  over  your  pupils. 
Reflect  Him. 


1  Rev.  3 : 


'^Jer.  33:3;    Ps.  32 


3  Matt.  28:  20.        -t  2  Cor.  3  :  18,  R.  V. 


Co-operation 


"we  are  members  one  of 
another" 


T N  the  formation  of  character,  no  other  influences 
-*-  count  so  much  as  the  influence  of  the  home.  The 
teacher's  work  should  supplement  that  of  the  parents, 
but  is  not  to  take  its  place.  In  all  that  concerns  the 
well-being  of  the  child,  it  should  be  the  effort  of  parents 
and  teachers  to  co-operate. 

The  work  of  co-operation  should  begin  with  the 
father  and  mother  themselves,  in  the  home  life.  In  the 
training  of  their  children  they  have  a  joint  responsi- 
bility, and  it  should  be  their  constant  endeavor  to  act 
together.  Let  them  yield  themselves  to  God,  seeking 
help  from  Him  to  sustain  each  other.  Let  them  teach 
their  children  to  be  true  to  God,  true  to  principle,  and 
thus  true  to  themselves  and  to  all  with  whom  they  are 
connected.  With  such  training,  children  when  sent  to 
school  will  not  be  a  cause  of  disturbance  or  anxiety. 
They  will  be  a  support  to  their  teachers,  and  an  example 
and  encouragement  to  their  fellow-pupils. 

Parents  who  give  this  training  are  not  the  ones  likely 
to  be  found  criticizing  the  teacher.  They  feel  that  both 
the  interest  of  their  children  and  justice  to  the  school 
demand  that,  so  far  as  possible,  they  sustain  and  honor 
the  one  who  shares  their  responsibility. 

(383) 


Co-operation 
of  Parents 


Sustaining- 
the  Teacher 


284 


The    U^ider-  Teacher 


Criticism 


Acquaintance 
with  the 
Teacher 


Teacher's  Aid 
to  Parents 


Many  parents  fail  here.  By  their  hasty,  unfounded 
criticism  the  influence  of  the  faithful,  self-sacrificing 
teacher  is  often  well-nigh  destroyed.  Many  parents 
whose  children  have  been  spoiled  by  indulgence,  leave 
to  the  teacher  the  unpleasant  task  of  repairing  their 
neglect;  and  then  by  their  own  course  they  make  his 
task  almost  hopeless.  Their  criticism  and  censure  of 
the  school  management  encourage  insubordination  in 
the  children,  and  confirm  them  in  wrong  habits. 

If  criticism  or  suggestion  in  regard  to  the  teachers 
work  becomes  necessary,  it  should  be  made  to  him  in 
private.  If  this  proves  ineffective,  let  the  matter  be 
referred  to  those  who  are  responsible  for  the  manage- 
ment of  the  school.  Nothing  should  be  said  or  done 
to  weaken  the  children's  respect  for  the  one  upon  whom 
their  well-being  in  so  great  degree  depends. 

The  parents'  intimate  knowledge  both  of  the  char- 
acter of  the  children  and  of  their  physical  peculiarities 
or  infirmities,  if  imparted  to  the  teacher,  would  be  an 
assistance  to  him.  It  is  to  be  regretted  that  so  many 
fail  of  realizing  this.  By  most  parents  little  interest  is 
shown  either  to  inform  themselves  as  to  the  teacher's 
qualifications,  or  to  co-operate  with    him  in  his  work. 

Since  parents  so  rarely  acquaint  themselves  with 
the  teacher,  it  is  the  more  important  that  the  teacher 
seek  the  acquaintance  of  parents.  He  should  visit  the 
homes  of  his  pupils,  and  gain  a  knowledge  of  the  influ- 
ences and  surroundings  among  which  they  live.  By 
coming  personally  in  touch  with  their  homes  and  lives, 
he  may  strengthen  the  ties  that  bind  him  to  his  pupils, 
and  may  learn  how  to  deal  more  successfully  with  their 
different  dispositions  and  temperaments. 

As    he    interests    himself   in    the    home    education. 


Co-operation 


285 


the  teacher  imparts  a  double  benefit.  Many  parents, 
absorbed  in  work  and  care,  lose  sight  of  their  oppor- 
tunities to  influence  for  good  the  lives  of  their  children. 
The  teacher  can  do  much  to  arouse  these  parents  to 
their  possibilities  and  privileges.  He  will  find  others 
to  whom  the  sense  of  their  responsibility  is  a  heavy 
burden,  so  anxious  are  they  that  their  children  shall 
become  good  and  useful  men  and  women.  Often  the 
teacher  can  assist  these  parents  in  bearing  their  burden, 
and,  by  counseling  together,  both  teacher  and  parents 
will  be  encouraged  and  strengthened. 

In  the  home  training  of  the  youth,  the  principle  of 
co-operation  is  invaluable.  From  their  earliest  years 
children  should  be  led  to  feel  that  they  are  a  part  of 
the  home  firm.  Even  the  little  ones  should  be  trained 
to  share  in  the  daily  work,  and  should  be  made  to 
feel  that  their  help  is  needed  and  is  appreciated.  The 
older  ones  should  be  their  parents'  assistants,  entering 
into  their  plans,  and  sharing  their  responsibilities  and 
burdens.  Let  fathers  and  mothers  take  time  to  teach 
their  children,  let  them  show  that  they  value  their  help, 
desire  their  confidence,  and  enjoy  their  companionship, 
and  the  children  will  not  be  slow  to  respond.  Not  only 
will  the  parents'  burden  be  lightened,  and  the  children 
receive  a  practical  training  of  inestimable  worth,  but 
there  will  be  a  strengthening  of  the  home  ties  and  a 
deepening  of  the  very  foundations  of  character. 

Co-operation  should  be  the  spirit  of  the  school- 
room, the  law  of  its  life.  The  teacher  who  gains  the 
co-operation  of  his  pupils  secures  an  invaluable  aid 
in  maintaining  order.  In  service  in  the  schoolroom 
many  a  boy  whose  restlessness  leads  to  disorder  and 
insubordination  would  find  an  outlet  for  his  superfluous 


A  Dcfublc 


Parents  and 
Children 


286 


The    Undc7'-  Teacher 


energy.      Let    the  older  assist   the  younger,  the  strong 
Teachers  and     the  Weak  I  and,  so   far   as  possible,  let  each   be    called 

students  r  f 

upon  to  do  something  in  which  he  excels.     This  will 
■  encourage  self-respect  and  a  desire  to   be  useful. 


Bible 
Examples 


It  would  be  helpful  for  the  youth,  and  for  parents 
and  teachers  as  well,  to  study  the  lesson  of  co-operation 
as  taught  in  the  Scriptures.  Among  its  many  illustra- 
tions notice  the  building  of  the  tabernacle, — that  object- 
lesson  of  character-building, — in  which  the  whole  people 
united,  "every  one  whose  heart  stirred  him  up,  and 
every  one  whom  his  spirit  made  willing."*  Read  how 
the  wall  of  Jerusalem  was  rebuilt  by  the  returned  cap- 
tives, in  the  midst  of  poverty,  difficulty,  and  danger, 
the  great  task  successfully  accomplished  because  "the 
people  had  a  mind  to  work."""*  Consider  the  part  acted 
by  the  disciples  in  the  Saviour's  miracle  for  the  feeding 
of  the  multitude.  The  food  multiplied  in  the  hands  of 
Christ,  but  the  disciples  received  the  loaves,  and  gave 
to  the  waiting  throng. 

"We  are  members  one  of  another."  As  every  one 
therefore  "hath  received  a^  gift,  even  so  minister  the 
same  one  to  another,  as  good  stewards  of  the  manifold 
grace  of  God."* 

Well  might  the  words  written  of  the  idol-builders 
of  old  be,  with  worthier  aim,  adopted  as  a  motto  by 
character-builders  of  to-day: — 

"They  helped  every  one  his  neighbor;  and  every 
one  said  to  his  brother.  Be  of  good  courage."^ 


lEx.  35:21.        2Neh.  4:6. 


3R.V.        4 Eph.  4:25;  I  Peter  4:10. 
'  Isa.  41:6. 


Discipline 


"train,    admonish,    ENCOURAGl 
BE    long-suffering" 


ONE  of  the  first  lessons  a  child  needs  to  learn  is  the 
lesson  of  obedience.  Before  he  is  old  enough  to 
reason,  he  may  be  taught  to  obey.  By  gentle,  persist- 
ent effort,  the  habit  should  be  established.  Thus,  to  a 
great  degree,  may  be  prevented  those  later  conflicts 
between  will  and  authority  that  do  so  much  to  create 
alienation  and  bitterness  toward  parents  and  teachers, 
and  too  often  resistance  of  all  authority,  human  and 
divine. 

The  object  of  discipline  is  the  training  of  the  child 
for  self-government.  He  should  be  taught  self-reliance 
and  self-control.  Therefore  as  soon  as  he  is  capable  of 
understanding,  his  reason  should  be  enlisted  on  the  side 
of  obedience.  Let  all  dealing  with  him  be  such  as  to 
show  obedience  to  be  just  and  reasonable.  Help  him 
to  see  that  all  things  are  under  law,  and  that  diso- 
bedience leads,  in  the  end,  to  disaster  and  suffering. 
When  God  says  **Thou  shalt  not,"  He  in  love  warns 
us  of  the  consequences  of  disobedience,  in  order  to  save 
us  from  harm  and  loss. 

Help  the  child  to  see  that  parents  and  teachers  are 
representatives  of  God,  and  that  as  they  act  in  harmony 
with  Him,  their  laws  in  the  home  and  the  school  are 
also  His.     As  the  child  is  to  render  obedience  to  parents 

(287) 


Teaching 
Obedience 


Self 
Government 


288  J'hc    Under-  'reacker 

and  teachers,  so  they,  in  turn,  are  to   render  obedience 
to  God. 

To  direct  the  child's  development  without  hindering 
it  by  undue  control  should  be  the  study  of  both  parent 
and  teacher.  Too  much  management  is  as  bad  as  too 
little.  The  effort  to  ''break  the  will"  of  a  child  is  a  ter- 
rible mistake.  Minds  are  constituted  differently;  while 
force  may  secure  outward  submission,  the  result  with 
^ff^*,!^f,„  many  children   is   a  more   determined   rebellion  of  the 

the  Will"  -^ 

heart.  Even  should  the  parent  or  teacher  succeed  in 
gaining  the  control  he  seeks,  the  outcome  may  be  no 
less  harmful  to  the  child.  The  discipline  of  a  human 
being  who  has  reached  the  years  of  intelligence  should 
differ  from  the  training  of  a  dumb  animal.  The  beast  is 
taught  only  submission  to  its  master.  For  the  beast, 
the  master  is  mind,  judgment,  and  will.  This  method, 
sometimes  employed  in  the  training  of  children,  makes 
them  little  more  than  automatons.  Mind,  will,  con- 
science, are  under  the  control  of  another.  It  is  not 
God's  purpose  that  any  mind  should  be  thus  dominated. 
Those  who  weaken  or  destroy  individuality  assume  a 
responsibility  that  can  result  only  in  evil.  While  under 
authority,  the  children  may  appear  like  well-drilled  sol- 
diers; but  when  the  control  ceases,  the  character  will  be 
Lack  of  found  to  lack  strength  and  steadfastness.  Having  never 
stamina  learned  to  govern  himself,  the  youth  recognizes  no 
restraint  except  the  requirement  of  parents  or  teacher. 
This  removed,  he  knows  not  how  to  use  his  liberty, 
and  often  gives  himself  up  to  indulgence  that  proves  his 
ruin. 

Since  the  surrender  of  the  will  is  so  much  more  diffi- 
cult for  some  pupils  than  for  others,  the  teacher  should 
make  obedience  to  his  requirements  as  easy  as  possible. 


Discipline 


289 


The  will  should  be  guided  and  moulded,  but  not  ignored 
or  crushed.  Save  the  strength  of  the  will;  in  the  battle 
of  life  it  will  be  needed. 

Every  child  should  understand  the  true  force  of  the 
will.  He  should  be  led  to  see  how  great  is  the  responsi- 
bility involved  in  this  gift.  The  will  is  the  governing 
power  in  the  nature  of  man,  the  power  of  decision,  or 
choice.  Every  human  being  possessed  of  reason  has 
power  to  choose  the  right.  In  every  experience  of 
life,  God's  word  to  us  is,  "Choose  you  this  day  whom 
ye  will  serve."  ^  Every  one  may  place  his  will  on  the 
side  of  the  will  of  God,  may  choose  to  obey  Him,  and 
by  thus  linking  himself  with  divine  agencies,  he  may 
stand  where  nothing  can  force  him  to  do  evil.  In  every 
youth,  every  child,  lies  the  power,  by  the  help  of  God, 
to  form  a  character  of  integrity  and  to  live  a  life  of 
usefulness. 

The  parent  or  teacher  who  by  such  instruction  trains 
the  child  to  self-control  will  be  the  most  useful  and 
permanently  successful.  To  the  superficial  observer  his 
work  may  not  appear  to  the  best  advantage ;  it  may  not 
be  valued  so  highly  as  that  of  the  one  who  holds  the 
mind  and  will  of  the  child  under  absolute  authority; 
but  after-years  will  show  the  result  of  the  better  method 
of  training. 

The  wise  educator,  in  dealing  with  his  pupils,  will 
seek  to  encourage  confidence  and  to  strengthen  the 
sense  of  honor.  Children  and  youth  are  benefited  by 
being  trusted  Many,  even  of  the  little  children,  have 
a  high  sense  of  honor ;  all  desire  to  be  treated  with 
confidence  and  respect,  and  this  is  their  right.  They 
should  not  be  led  to  feel  that  they  can  not  go  out  or 
come  in  without  beirtg  watched.     Suspicion  demoralizes, 


Value  of 
Will  Power 


The  Sense 
of  Honor 


Joshua  24  :  15. 


290 


The    Under-  Teacher 


Requests; 
Commands 


Enforcing 
Rules 


producing  the  very  evils  it  seeks  to  prevent.  Instead  of 
watching  continually,  as  if  suspecting  evil,  teachers  who 
are  in  touch  with  their  pupils  will  discern  the  workings 
of  the  restless  mind,  and  will  set  to  work  influences  that 
will  counteract  evil.  Lead  the  youth  to  feel  that  they 
are  trusted,  and  there  are  few  who  will  not  seek  to 
prove  themselves  worthy  of  tlie  trust. 

On  the  same  principle  it  is  better  to  request  than  to 
command;  the  one  thus  addressed  has  opportunity  to 
prove  himself  loyal  to  right  principles.  His  obedience 
is  the  result  of  choice  rather  than  compulsion. 

The  rules  governing  the  schoolroom  should,  so  far 
as  possible,  represent  the  voice  of  the  school.  Every 
principle  involved  in  them  should  be  so  placed  before 
the  student  that  he  may  be  convinced  of  its  justice. 
Thus  he  will  feel  a  responsibility  to  see  that  the  rules 
which  he  himself  has  helped  to  frame  are  obeyed. 

Rules  should  be  few  and  well  considered;  and  when 
once  made,  they  should  be  enforced.  Whatever  it  is 
found  impossible  to  change,  the  mind  learns  to  recognize 
and  adapt  itself  to;  but  the  possibility  of  indulgence 
induces  desire,  hope,  and  uncertainty,  and  the  results 
are  restlessness,  irritability,  and  insubordination. 

It  should  be  made  plain  that  the  government  of 
God  knows  no  compromise  with  evil.  Neither  in  the 
home  nor  in  the  school  should  disobedience  be  tolerated. 
No  parent  or  teacher  who  has  at  heart  the  well-being  of 
those  under  his  care  will  compromise  with  the  stubborn 
self-will  that  defies  authority  or  resorts  to  subterfuge  or 
evasion  in  order  to  escape  obedience.  It  is  not  love  but 
sentimentalism  that  palters  with  wrong-doing,  seeks  by 
coaxing  or  bribes  to  secure  compliance,  and  finally 
accepts  some  substitute  in  place  of  the  thing  required. 


Discipline 


291 


"Fools  make  a  mock  at  sin."*  We  should  beware 
of  treating  sin  as  a  light  thing.  Terrible  is  its  power 
over  the  wrong-doer.  ''His  own  iniquities  shall  take 
the  wicked  himself,  and  he  shall  be  hoi  den  with  the 
cords  of  his  sins."^  The  greatest  wrong  done  to  a 
child  or  youth  is  to  allow  him  to  become  fastened  in 
the  bondage  of  evil  habit. 

The  youth  have  an  inborn  love  of  Hberty;  they 
desire  freedom;  and  they  need  to  understand  that  these 
inestimable  blessings  are  to  be  enjoyed  only  in  obedi- 
ence to  the  law  of  God.  This  law  is  the  preserver  of 
true  freedom  and  liberty.  It  points  out  and  prohibits 
those  things  that  degrade  and  enslave,  and  thus  to  the 
obedient  it  affords  protection  from  the  power  of  evil. 

The  psalmist  says:  *T  will  walk  at  liberty;  for  I  seek 
Thy  precepts."  "Thy  testimonies  also  are  my  delight 
and  my  counselors."^ 

In  our  efforts  to  correct  evil,  we  should  guard 
against  a  tendency  to  faultfinding  or  censure.  Con- 
tinual censure  bewilders,  but  does  not  reform.  With 
many  minds,  and  often  those  of  the  finest  suscepti- 
bility, an  atmosphere  of  unsympathetic  criticism  is  fatal 
to  effort.  Flowers  do  not  unfold  under  the  iDreath  of 
a  blighting  wind. 

A  child  frequently  censured  for  some  special  fault, 
comes  to  regard  that  fault  as  his  peculiarity,  something 
against  which  it  is  vain  to  strive.  Thus  are  created 
discouragement  and  hopelessness,  often  concealed  under 
an  appearance  of  indifference  or  bravado. 

The  true  object  of  reproof  is  gained  only  when  the 
wrong-doer  himself  is  led  to  see  his  fault,  and  his  will  is 
enlisted  for  its  correction.  When  this  is  accomplished, 
point  him  to  the  source  of  pardon  and  power.     Seek  to 

iProv.  14:0.  2prov.  5:22.  ^?s.  119:45,  24. 


Freedom 

in  Obedience 


Criticism; 
Censure 


Object  of 
Reproof 


292 


The    Under-  Teacher 


Self-Cotttrol 


Sympathy; 
Forbearance 


preserve  his  self-respect,  and  to  inspire  him  with  courage 
and  hope. 

This  work  is  the  nicest,  the  most  difficult,  ever  com- 
mitted to  human  beings.  It  requires  the  most  delicate 
tact,  the  finest  susceptibility,  a  knowledge  of  human 
nature,  and  a  heaven-born  faith  and  patience,  willing  to 
work  and  watch  and  wait.  It  is  a  work  than  which 
nothing  can  be  more  important. 

Those  who  desire  to  control  others  must  first  control 
themselves.  To  deal  passionately  with  a  child  or  youth 
will  only  arouse  his  resentment.  When  a  parent  or 
teacher  becomes  impatient,  and  is  in  danger  of  speaking 
unwisely,  let  him  remain  silent.  There  is  wonderful 
power  in  silence. 

The  teacher  must  expect  to  meet  perverse  disposi- 
tions and  obdurate  hearts.  But  in  dealing  with  them 
he  should  never  forget  that  he  himself  was  once  a  child, 
in  need  of  discipline.  Even  now,  with  all  his  advan- 
tages of  age,  education,  and  experience,  he  often  errs, 
and  is  in  need  of  mercy  and  forbearance.  In  training 
the  youth  he  should  consider  that  he  is  dealing  with 
those  who  have  inclinations  to  evil  similar  to  his  own. 
They  have  almost  everything  to  learn,  and  it  is  much 
more  difficult  for  some  to  learn  than  for  others.  With 
the  dull  pupil  he  should  bear  patiently,  not  censuring 
his  ignorance,  but  improving  every  opportunity  to  give 
him  encouragement.  With  sensitive,  nervous  pupils 
he  should  deal  very  tenderly.  A  sense  of  his  own 
imperfections  should  lead  him  constantly  to  manifest 
sympathy  and  forbearance  toward  those  who  also  are 
struggling  with  difficulties. 

The  Saviour's  rule, — "As  ye  would  that  men  should 
do  to  you,  do  ye  also  to  them  likewise,"^ — should  be 

iLuke  6:31. 


Discipliyie 


293 


the  rule  of  all  who  undertake  the  training  of  children 
and  youth.  They  are  the  younger  members  of  the 
Lord's  family,  heirs  with  us  of  the  grace  of  life. 
Christ's  rule  should  be  sacredly  observed  toward  the 
dullest,  the  youngest,  the  most  blundering,  and  even 
toward  the  erring  and  rebellious. 

This  rule  will  lead  the  teacher  to  avoid,  so  far  as 
possible,  making  public  the  faults  or  errors  of  a  pupil. 
He  will  seek  to  avoid  giving  reproof  or  punishment 
in  the  presence  of  others.  He  will  not  expel  a  student 
until  every  effort  has  been  put  forth  for  his  reforma- 
tion. But  when  it  becomes  evident  that  the  student  is 
receiving  no  benefit  himself,  while  his  defiance  or  dis- 
regard of  authority  tends  to  overthrow  the  government 
of  the  school,  and  his  influence  is  contaminating  others, 
then  his  expulsion  becomes  a  necessity.  Yet  with  many 
the  disgrace  of  public  expulsion  would  lead  to  utter 
recklessness  and  ruin.  In  most  cases  when  removal 
is  unavoidable,  the  matter  need  not  be  made  public. 
By  counsel  and  co-operation  with  the  parents,  let  the 
teacher  privately  arrange  for  the  student's  withdrawal. 

In  this  time  of  special  danger  for  the  young,  tempta- 
tions surround  them  on  every  hand ;  and  while  it  is  easy 
to  drift,  the  strongest  effort  is  required  in  order  to  press 
against  the  current.  Every  school  should  be  a  "city  of 
refuge"  for  the  tempted  youth,  a  place  where  their  follies 
shall  be  dealt  with  patiently  and  wisely.  Teachers  who 
understand  their  responsibilities  will  separate  from  their 
own  hearts  and  lives  everything  that  would  prevent 
them  from  dealing  successfully  with  the  wilful  and 
disobedient.  Love  and  tenderness,  patience  and  self- 
control,  will  at  all  times  be  the  law  of  their  speech. 
Mercy  and   compassion  will   be   blended   with  justice. 


Tht  Saviour's 
Rule 


Public 
Discipline 


Justice; 
Compassion 


294 


The    Under-  Teacher 


Reclaimed  by 
Kindness 


Our  Example 


When  it  is  necessary  to  give  reproof,  their  language  will 
not  be  exaggerated,  but  humble.  In  gentleness  they 
will  set  before  the  wrong-doer  his  errors,  and  help  him 
to  recover  himself.  Every  true  teacher  will  feel  that 
should  he  err  at  all,  it  is  better  to  err  on  the  side  of 
mercy  than  on  the  side  of  severity. 

Many  youth  who  are  thought  incorrigible  are  not  at 
heart  so  hard  as  they  appear.  Many  who  are  regarded 
as  hopeless  may  be  reclaimed  by  wise  discipline.  These 
are  often  the  ones  who  most  readily  melt  under  kind- 
ness. Let  the  teacher  gain  the  confidence  of  the  tempted 
one,  and  by  recognizing  and  developing  the  good  in 
his  character,  he  can,  in  many  cases,  correct  the  evil 
without  calling  attention    to  it. 

The  divine  Teacher  bears  with  the  erring  through 
all  their  perversity.  His  love  does  not  grow  cold;  His 
efforts  to  win  them  do  not  cease.  With  outstretched 
arms  He  waits  to  welcome  again  and  again  the  erring, 
the  rebellious,  and  even  the  apostate.  His  heart  is 
touched  with  the  helplessness  of  the  Httle  child  subject 
to  rough  usage.  The  cry  of  human  suffering  never 
reaches  His  ear  in  vain.  Though  all  are  precious 
in  His  sight,  the  rough,  sullen,  stubborn  dispositions 
draw  most  heavily  upon  His  sympathy  and  love;  for 
He  traces  from  cause  to  effect.  The  one  who  is  most 
easily  tempted,  and  is  most  inclined  to  err,  is  the  special 
object  of  His  solicitude. 

Every  parent  and  every  teacher  should  cherish  the 
attributes  of  Him  who  makes  the  cause  of  the  afflicted, 
the  suffering,  and  the  tempted  His  own.  He  should 
be  one  who  can  have  "compassion  on  the  ignorant,  and 
on  them  that  are  out  of  the  way;  for  that  he  himself 
also  is  compassed  with  infirmity."^     Jesus  treats  us  far 

'Heb.  5:2. 


Discipline 


295 


better  than  we  deserve;  and  as  He  has  treated  us,  so 
we  are  to  treat  others.  The  course  of  no  parent  or 
teacher  is  justifiable  if  it  is  unlike  that  which  under 
similar  circumstances  the  Saviour  would  pursue. 


Beyond  the  discipline  of  the  home  and  the  school, 
all  have  to  meet  the  stern  discipline  of  life.  How  to 
meet  this  wisely  is  a  lesson  that  should  be  made  plain 
to  every  child  and  to  every  youth.  It  is  true  that  God 
loves  us,  that  He  is  working  for  our  happiness,  and 
that,  if  His  law  had  always  been  obeyed,  we  should 
never  have  known  suffering;  and  it  is  no  less  true  that, 
in  this  world,  as  the  result  of  sin,  suffering,  trouble, 
burdens,  come  to  every  life.  We  may  do  the  children 
and  the  youth  a  lifelong  good  by  teaching  them  to  meet 
bravely  these  troubles  and  burdens.  While  we  should 
give  them  sympathy,  let  it  never  be  such  as  to  foster 
self-pity.  What  they  need  is  that  which  stimulates  and 
strengthens  rather  than  weakens. 

They  should  be  taught  that  this  world  is  not  a 
parade-ground,  but  a  battle-field.  All  are  called  to 
endure  hardness,  as  good  soldiers.  They  are  to  be 
strong,  and  quit  themselves  like  men.  Let  them  be 
taught  that  the  true  test  of  character  is  found  in  the 
willingness  to  bear  burdens,  to  take  the  hard  place,  to 
do  the  work  that  needs  to  be  done,  though  it  bring  no 
earthly  recognition  or  reward. 

The  true  way  of  dealing  with  trial  is  not  by  seek- 
ing to  escape  it,  but  by  transforming  it.  This  applies 
to  all  discipline,  the  earlier  as  well  as  the  later.  The 
neglect  of  the  child's  earliest  training,  and  the  conse- 
quent  strengthening   of  wrong   tendencies,   makes    his 


Meeting 

Life's 

Discipline 


'Be  Strong^ 


296 


The    Under-  Teacher 


stepping- 
stones 


after-education  more  difficult,  and  causes  discipline  to 
be  too  often  a  painful  process.  Painful  it  must  be  to 
the  lower  nature,  crossing,  as  it  does,  the  natural  desires 
and  inclinations;  but  the  pain  may  be  lost  sight  of  in 
a  higher  joy. 

Let  the  child  and  the  youth  be  taught  that  every 
mistake,  eveiy  fault,  every  difficulty,  conquered,  becomes 
a  stepping-stone  to  better  and  higher  things.  It  is 
through  such  experiences  that  all  who  have  ever  made 
life  worth  the  living  have  achieved  success. 


The  Things 
Not  Seen 


"The  heights  by  great  men  reached  and  kept 
Were  not  attained  by  sudden  flight ; 
But  they,  while  their  companions  slept, 
Were  toiling  upward  in  the  night." 

"  We  rise  by  the  things  that  are  under  our  feet; 
By  what  we  have  mastered  of  good  or  gain ; 
By  the  pride  deposed,  and  the  passion  slain, 
And  the  vanquished  ills  that  we  hourly  meet." 

"All  common  things,  each  day's  events, 
That  with  the  hour  begin  and  end, 
Our  pleasures  and  our  discontents, 
Are  rounds  by  which  we  may  ascend." 

We  are  to  "look  not  at  the  things  which  are  seen, 
but  at  the  things  which  are  not  seen;  for  the  things 
which  are  seen  are  temporal ;  but  the  things  which  are 
not  seen  are  eternal."^  The  exchange  we  make  in  the 
denial  of  selfish  desires  and  inclinations  is  an  exchange 
of  the  worthless  and  transitory  for  the  precious  and 
enduring.     This  is  not  sacrifice,  but  infinite  gain. 

"Something  better"  is  the  watchword  of  educa- 
tion, the  law  of  all  true  living.  Whatever  Christ  asks 
us  to  renounce.  He  offers  in  its  stead  something  better. 
Often  the  youth  cherish  objects,  pursuits,  and  pleasures 

»2  Cor.  4:18. 


Discipline  297 

that  may  not  appear  to  be  evil,  but  that  fall  short  of 
the  highest  good.  They  divert  the  life  from  its  noblest 
aim.  Arbitrary  measures  or  direct  denunciation  may 
not  avail  in  leading  these  youth  to  relinquish  that  which 
they  hold  dear.  Let  them  be  directed  to  something 
better  than  display,  ambition,  or  self-indulgence.  Bring 
them  in  contact  with  truer  beauty,  with  loftier  principles, 
and  with  nobler  lives.  Lead  them  to  behold  the  One 
"altogether  lovely."  When  once  the  gaze  is  fixed  upon 
Him,  the  life  finds  its  center.  The  enthusiasm,  the  gen- 
erous devotion,  the  passionate  ardor  of  the  youth  find 
here  their  true  object.  Duty  becomes  a  delight,  and 
sacrifice  a  pleasure.  To  honor  Christ,  to  become  like 
Him,  to  work  for  Him,  is  the  life's  highest  ambition 
and  its  greatest  joy. 

"The  love  of  Christ  constraineth."* 

1  2  Cor.  5  :  14. 


L,ove  That 
Constrains 


The  Higher  Course 


*'Stnce    the  beginning  oj  the  world  men  have 
not  perceived  by  the  ear,   neither  hath   the 
eye  seen,   what  He  hath  prepared  for  him 
that  waiteth  for  Him^' 


The   School  of  the 
Hereafter 


"they  shall  sek  his  face; 
and  his  name  shall  be  in  their 
foreheads" 


T  TEA  VEN  is  a  school ;  its  field  of  study,  the  uni- 
^  -*-    verse ;  its  teacher,  the  Infinite  One.     A  branch  of 
this  school  was  established  in  Eden ;  and,  the  plan  of     ^**  Location 
redemption  accomplished,  education  will  again  be  taken 
up  in  the  Eden  school. 

**Eye  hath  not  seen,  nor  ear  heard,  neither  have 
entered  into  the  heart  of  man,  the  things  which  God 
hath  prepared  for  them  that  love  Him."^  Only  through 
His  word  can  a  knowledge  of  these  things  be  gained; 
and  even  this  affords  but  a  partial  revelation. 

The  prophet  of  Patmos  thus  describes  the  location 
of  the  school  of  the  hereafter : — 

"I  saw  a  new  heaven  and  a  new  earth;  for  the  first  "^  ^«^^^^ 
heaven  and  the  first  earth  were  passed  away.     ... 
And  I  John  saw  the  holy  city,  New  Jerusalem,  coming 
down  from    God    out  of  heaven,  prepared    as   a    bride 
adorned  for   her   husband."^ 

"The  city  had  no  need  of  the  sun,  neither  of  the 
moon,  to  shine  in  it;  for  the  glory  of  God  did  lighten 
it,  and  the  Lamb  is  the  light  thereof"^ 

Between  the  school  established  in  Eden  at  the  begin- 
ning and  the  school  of  the  hereafter  there  lies  the  whole 

1 1  Cor.  2:9.  2  Rev.  21:1,2.  ^  Rev.  21:23,       (301) 


302 


Th e   Hig her    Course 


Conditions 


"All 
Righteous  " 


Teachers 


compass  of  this  world's  history, — the  history  of  human 
transgression  and  suffering,  of  divine  sacrifice,,  and  of 
victory  over  death  and  sin.  Not  all  the  conditions  of 
that  first  school  of  Eden  will  be  found  in  the  school 
of  the  future  life.  No  tree  of  knowledge  of  good  and 
evil  will  afford  opportunity  for  temptation.  No  tempter 
is  there,  no  possibility  of  wrong.  Every  character  has 
withstood  the  testing  of  evil,  and  none  are  longer  sus- 
ceptible to  its  power. 

"To  him  that  overcometh,"  Christ  says,  "will  I  give 
to  eat  of  the  tree  of  life,  which  is  in  the  midst  of  the 
paradise  of  God."^  The  giving  of  the  tree  of  life  in 
Eden  was  conditional,  and  it  was  finally  withdrawn. 
But  the  gifts  of  the  future  life  are  absolute  and  eternal. 

The  prophet  beholds  the  *' river  of  water  of  life, 
clear  as  crystal,  proceeding  out  of  the  throne  of  God 
and  oY  the  Lamb."  "And  on  this  side  of  the  river 
and  on  that  was  the  tree  of  life."  "And  there  shall 
be  no  more  death,  neither  sorrow,  nor  crying,  neither 
shall  there  be  any  more  pain;  for  the  former  things 
are   passed  away."'' 

"  Thy  people  also  shall  be  all  righteous: 
They  shall  inherit  the  land  forever, 

The  branch  of  My  planting, 
The  work  of  My  hands, 
That  I  may  be  glorified. "  ^ 

Restored  to  His  presence,  man  will  again,  as  at  the 
beginning,  be  taught  of  God:  "My  people  shall  know 
My  name;  .  .  .  they  shall  know  in  that  day  that 
I  am  He  that  doth  speak;  behold,  it  is  I."* 

"The  tabernacle  of  God  is  with  men,  and  He  will 
dwell  with  them,  and  they  shall  be  His  people,  and  God 
Himself  shall  be  with  them,  and  be  their  God."^ 


»  Rev.  2  : 7. 


2  Rev.  22  : 1 ;  22 :  2,  R.  V.;  21 :  4. 
■*Isa.  52:6.  5  Rev.  21  :3. 


^Isa.  60 :  21. 


The    School  of  the    Hereafter  303 

"These  are  they  which  came  out.of  great  tribulation, 
and  have  washed  their  robes,  and  made  them  white  in 
the  blood  of  the  Lamb.  Therefore  are  they  before  the 
throne  of  God,  and  serve  Him  day  and  night  in  His  '' unto  Living 

'  .  Foimtmns" 

temple.  .  .  .  They  shall  hunger  no  more,  neither 
thirst  any  more;  neither  shall  the  sun  light  on  them, 
nor  any  heat.  For  the  Lamb  which  is  in  the  midst  of 
the  throne  shall  feed  them,  and  shall  lead  them  unto 
living  fountains  of  waters."^ 

"Now  we  see  through  a  glass,  darkly;  but  then  face 
to  face:"  now  we  know  in  part;  but  then  shall  we  know 
even  as  also  we  are  known.  ^ 

"They  shall  see  His  face;  and  His  name  shall  be  in 
their  foreheads."^ 

There,  when  the  veil  that  darkens  our  vision  shall 
be  removed,  and  our  eyes  shall  behold  that  world  of 
beauty  of  which  we  now  catch  glimpses  through  the 
microscope;  when  we  look  on  the  glories  of  the  heavens, 
now  scanned  afar  through  the  telescope;  when,  the 
blight  of  sin  removed,  the  whole  earth  shall  appear  "in  ^^^^<^  o^ 
the  beauty  of  the  Lord  our  God,"  what  a  field  will  be 
open  to  our  study!  There  the  student  of  science  may 
read  the  records  of  creation,  and  discern  no  reminders  of 
the  law  of  evil.  He  may  listen  to  the  music  of  nature's 
voices,  and  detect  no  note  of  wailing  or  undertone  of 
sorrow.  In  all  created  things  he  may  trace  one  hand- 
writing,— in  the  vast  universe  behold  "God's  name  writ 
large,"  and  not  in  earth  or  sea  or  sky  one  sign  of  ill 
remaining. 

There  the  Eden  life  will  be  lived,  the  life  in  garden 
and  field.  "They  shall  build  houses,  and  inhabit  them; 
and  they  shall  plant  vineyards,  and  eat  the  fruit  of  them. 
They  shall  not  build,  and   another  inhabit;    they  shall 

'Rev.  7:14-17.  2 1  Cor.  i.vi2,  ^Rgy.  22:4. 


304 


The   Higher   Course 


The  Kingship 
Restored 


Field  ot 
History 


The  Great 
Controversy 


not  plant,  and  another  eat;  for  as  the  days  of  a  tree  are 
the  days  of  My  people,  and  Mine  elect  shall  long  enjoy 
the  work  of  their  hands.'** 

There  shall  be  nothing  to  "hurt  nor  destroy  in  all 
My  holy  mountain,  saith  the  Lord."^  There  man  will 
be  restored  to  his  lost  kingship,  and  the  lower  order 
of  beings  will  again  recognize  his  sway;  the  fierce  will 
become  gentle,  and  the  timid  trustful. 

There  will  be  open  to  the  student  history  of  infi- 
nite scope  and  of  wealth  inexpressible.  Here,  from  the 
vantage-ground  of  God's  word,  the  student  is  afforded 
a  view  of  the  vast  field  of  history,  and  may  gain  some 
knowledge  of  the  principles  that  govern  the  course  of 
human  events.  But  his  vision  is  still  clouded,  and  his 
knowledge  incomplete.  Not  until  he  stands  in  the  light 
of  eternity  will  he  see  all  things  clearly. 

Then  will  be  opened  before  him  the  course  of  the 
great  conflict  that  had  its  birth  before  time  began,  and 
that  ends  only  when  time  shall  cease.  The  history  of 
the  inception  of  sin;  of  fatal  falsehood  in  its  crooked 
'working;  of  truth  that,  swerving  not  from  its  own 
straight  lines,  has  met  and  conquered  error, — all  will 
be  made  manifest.  The  veil  that  interposes  between 
the  visible  and  the  invisible  world  will  be  drawn  aside, 
and  wonderful  things  will  be  revealed. 

Not  until  the  providences  of  God  are  seen  in  the 
light  of  eternity  shall  we  understand  what  we  owe 
to  the  care  and  interposition  of  His  angels.  Celestial 
beings  have  taken  an  active  part  in  the  affairs  of  men. 
They  have  appeared  in  garments  that  shone  as  the 
lightning;  they  have  come  as  men,  in  the  garb  of 
wayfarers.  They  have  accepted  the  hospitalities  of 
human  homes;  they  have  acted  as  guides  to  benighted 


'Isa.  65:21,  22, 


^Isa.  65:  25. 


The    School  of  the    Hereafter 


305 


travelers.     They   have   thwarted   the   spoiler's  purpose, 
and  turned  aside  the  stroke  of  the  destroyer. 

Though  the  rulers  of  this  world  know  it  not,  yet 
often  in  their  councils  angels  have  been  spokesmen. 
Human  eyes  have  looked  upon  them.  Human  ears 
have  hstened  to  their  appeals.  In  the  council-hall  and 
the  court  of  justice,  heavenly  messengers  have  pleaded 
the  cause  of  the  persecuted  and  oppressed.  They  have 
defeated  purposes  and  arrested  evils  that  would  have 
brought  wrong  and  suffering  to  God's  children.  To 
the  students  in  the  heavenly  school,  all  this  will  be 
unfolded. 

Every  redeemed  one  will  understand  the  ministry 
of  angels  in  his  own  life.  The  angel  who  was  his 
guardian  from  his  earliest  moment;  the  angel  who 
watched  his  steps,  and  covered  his  head  in  the  day  of 
peril;  the  angel  who  was  with  him  in  the  valley  of  the 
shadow  of  death,  who  marked  his  resting-place,  who 
was  the  first  to  greet  him  in  the  resurrection-morning, — 
what  will  it  be  to  hold  converse  with  him,  and  to  learn 
the  history  of  divine  interposition  in  the  individual  life, 
of  heavenly  co-operation  in  every  work  for  humanity! 

All  the  perplexities  of  life's  experience  will  then  be 
made  plain.  Where  to  us  have  appeared  only  confu- 
sion and  disappointment,  broken  purposes  and  thwarted 
plans,  will  be  seen  a  grand,  overruling,  victorious  pur- 
pose, a  divine  harmony. 

There  all  who  have  wrought  with  unselfish  spirit 
will  behold  the  fruit  of  their  labors.  The  outworking 
of  every  right  principle  and  noble  deed  will  be  seen. 
Something  of  this  we  see  here.  But  how  little  of  the 
result  of  the  world's  noblest  work  is  in  this  hfe  manifest 
to  the  doer!     How  many  toil  unselfishly  and  unweariedly 


Ministrv 


Perplexities 
Made  Plain 


3o6 


The   Higher    Course 


Fruition  of 
Life's  Sowing 


The  Heavenly 
Record 


Social  Life 


for  those  who  pass  beyond  their  reach  and  knowledge! 
Parents  and  teachers  he  down  in  their  last  sleep,  their 
life-work  seeming  to  have  been  wrought  in  vain;  they 
know  not  that  their  faithfulness  has  unsealed  springs  of 
blessing  that  can  never  cease  to  flow ;  only  by  faith  they 
see  the  children  they  have  trained  become  a  benediction 
and  an  inspiration  to  their  fellow-men,  and  the  influence 
repeat  itself  a  thousandfold.  Many  a  worker  sends  out 
into  the  world  messages  of  strength  and  hope  and  cour- 
age, words  that  carry  blessing  to  hearts  in  every  land; 
but  of  the  results  he,  toiling  in  loneliness  and  obscurity, 
knows  little.  So  gifts  are  bestowed,  burdens  are  borne, 
labor  is  done.  Men  sow  the  seed  from  which,  above 
their  graves,  others  reap  blessed  harvests.  They  plant 
trees,  that  others  may  eat  the  fruit.  They  are  content 
here  to  know  that  they  have  set  in  motion  agencies  for 
good.  In  the  hereafter  the  action  and  reaction  of  all 
these  will  be  seen. 

Of  every  gift  that  God  has  bestowed,  leading  men  to 
unselfish  effort,  a  record  is  kept  in  heaven.  To  trace 
this  in  its  wide-spreading  Hnes,  to  look  upon  those 
who  by  our  efforts  have  been  uplifted  and  ennobled, 
to  behold  in  their  history  the  outworking  of  true  prin- 
ciples,— this  will  be  one  of  the  studies  and  rewards  of 
the  heavenly  school. 

There  we  shall  know  even  as  also  we  are  known. 
There  the  loves  and  sympathies  that  God  has  planted 
in  the  soul  will  find  truest  and  sweetest  exercise.  The 
pure  communion  with  holy  beings,  the  harmonious 
social  life  with  the  blessed  angels  and  with  the  faithful 
ones  of  all  ages,  the  sacred  fellowship  that  binds  together 
**the  whole  family  in  heaven  and  earth," — all  are  among 
the  experiences  of  the  hereafter. 


The    School   of  the    Hereaftc, 


307 


There  will  be  music  there,  and  song,  such  music  and 
song  as,  save  in  the  visions  of  God,  no  mortal  ear  has 
heard  or  mind  conceived. 

•*As  well  the  singers  as  the  players  on  instruments 
shall  be  there. "^  "They  shall  lift  up  their  voice,  they 
shall  sing  for  the  majesty  of  Jehovah.'"^ 

**For  the  Lord  shall  comfort  Zion;  He  will  comfort 
all  her  waste  places ;  and  He  will  make  her  wilderness 
Hke  Eden,  and  her  desert  like  the  garden  of  the  Lord; 
joy  and  gladness  shall  be  found  therein,  thanksgiving, 
and  the  voice  of  melody."^ 

There  every  power  will  be  developed,  every  capability 
increased.  The  grandest  enterprises  will  be  carried  for- 
ward, the  loftiest  aspirations  will  be  reached,  the  high- 
est ambitions  realized.  And  still  there  will  arise  new 
heights  to  surmount,  new  wonders  to  admire,  new  truths 
to  comprehend,  fresh  objects  to  call  forth  the  powers  of 
body  and  mind  and  soul. 

All  the  treasures  of  the  universe  will  be  open  to  the 
study  of  God's  children.  With  unutterable  delight  we 
shall  enter  into  the  joy  and  the  wisdom  of  unfallen 
beings.  We  shall  share  the  treasures  gained  through 
ages  upon  ages  spent  in  contemplation  of  God's  handi- 
work. And  the  years  of  eternity,  as  they  roll,  will 
continue  to  bring  more  glorious  revelations.  **Exceed- 
ing  abundant  above  all  that  we  ask  or  think"*  will  be, 
forever  and  forever,  the  impartation  of  the  gifts  of  God. 
"His  servants  shall  serve  Him."^  The  life  on  earth 
is  the  beginning  of  the  life  in  heaven ;  education  on  earth 
is  an  initiation  into  the  principles  of  heaven;  the  life- 
work  here  is  a  training  for  the  life-work  there.  What 
we  now  are,  in  character  and  holy  service,  is  the  sure 
foreshadowing  of  what  we  shall  be. 


Music  and 
Sonff 


Treasures 
of  the 
Universe 


Service 


iPs.  87:7.         -Isa.  24:14.         ^153.51:3. 


Eph. 


»  Rev.  22:3. 


3o8 


The    Higher    Course 


Witnessing 


'The  Glory 
of  This 
Mystery' 


**The  Son  of  man  came  not  to  be  ministered  unto, 
but  to  minister."^  Christ's  work  below  is  His  work- 
above,  and  our  reward  for  working  with  Him  in  this 
world  will  be  the  greater  power  and  wider  privilege  of 
working  with  Him  in  the  world  to  come. 

**Ye  are  My  witnesses,  saith  the  Lord,  that  I  am 
God."^     This  also  we  shall  be  in  eternity. 

For  what  was  the  great  controversy  permitted  to 
continue  throughout  the  ages?  Why  was  it  that 
Satan's  existence  was  not  cut  short  at  the  outset  of 
his  rebellion? — It  was  that  the  universe  might  be 
convinced  of  God's  justice  in  His  dealing  with  evil; 
that  sin  might  receive  eternal  condemnation.  In  the 
plan  of  redemption  there  are  heights  and  depths  that 
eternity  itself  can  never  exhaust,  marvels  into  which 
the  angels  desire  to  look.  The  redeemed  only,  of  all 
created  beings,  have  in  their  own  experience  known  the 
actual  conflict  with  sin;  they  have  wrought  with  Christ, 
and,  as  even  the  angels  could  not  do,  have  entered  into 
the  fellowship  of  His  sufferings;  will  they  have  no  tes- 
timony as  to  the  science  of  redemption, — nothing  that 
will  be  of  worth  to  unfallen  beings? 

Even  now,  **unto  the  principalities  and  the  powers 
in  the  heavenly  places"  is  ''made  known  through  the 
church  the  manifold  wisdom  of  God."  And  He  "hath 
raised  us  up  together,  and  made  us  sit  together  in 
heavenly  places;  ...  that  in  the  ages  to  come 
He  might  show  the  exceeding  riches  of  His  grace  in 
His  kindness  toward  us  through  Christ   Jesus."' 

'*In  His  temple  doth  every  one  speak  of  His 
glory,"*  and  the  song  which  the  ransomed  ones  will 
sing, — the  song  of  their  experience, — will  declare  the 
glory  of  God:  ** Great  and  marvelous  are  Thy  works, 

•Matt.  20:28.        2isa.  43:12.        »Epli.  3: 10,  R.  v.;   2:6,7.        *Ps.  29:9. 


The    School  of  the   Hereafter  309 

O  Lord  God,  the  Almighty;  righteous  and  true  are 
Thy  ways,  Thou  King  of  the  ages.  Who  shall  not 
fear,  O  Lord,  and  glorify  Thy  name?  for  Thou  only 
art  holy." 

In  our  Hfe  here,  earthly,  sin-restricted,  though  it  is, 
the  greatest  joy  and  the  highest  education  are  in  service. 
And  in  the  future  state,  untrammeled  by  the  limitations 
of  sinful  humanity,  it  is  in  service  that  our  greatest  joy 
and  our  highest  education  will  be  found; — witnessing, 
and  ever  as  we  witness  learning  anew  "the  riches  of 
the  glory  of  this  mystery;"  ** which  is  Christ  in  you, 
the  hope  of  glory."        

"It  doth  not  yet  appear  what  we  shall  be;  but  we 
know  that,  when  He  shall  appear,  we  shall  be  like  Him; 
for  we  shall  see  Him  as  He  is." 

Then,  in  the  results  of  His  work,  Christ  will  behold    "■'^^  ^^^^^ 

'  Be  Satisfied' 

its  recompense.  In  that  great  multitude  which  no  man 
could  number,  presented  "faultless  before  the  presence 
of  His  glory  with  exceeding  joy,"  He  whose  blood  has 
redeemed  and  whose  hfe  has  taught  us,  "shall  see  of 
the  travail  of  His  soul,  and  shall  be  satisfied." 


Scriptural  Index 


Genesis 

1 :  I 134 

2,  R.V 134 

5 129 

27 15,  130 

2:8,  9,  15 21 

9-17 23 

3:3-5 24 

5,6 25 

15 27 

17-19 26 

8 :  22 105 

9:16 115 

18  :  19 187 

28 :  16,  17 243 

22 138 

32:29 147 

39  :  9 255 

48  :  15.  16 147 

49  :  7 148 

22-26 53 

Exodus 
3:5 243 

15: 1,  2,6-11,  R.  V.  .   .   ,  162 

18-21,  R.  V 162 

21 39 

16:3 38 

20 :  II 250 

25:8 35 

31 : 1-6 37 

-i^i 250 

34:6 22,  35,  40 

35 :  21 286 

Leviticus 

19  :  32 244 

26 : 3-6 141 

27  :  30,  32 138 

Numbers 
10:35.36 39 

"  :  16,  17 37 


Numbers 
13:30,31 149 

21 :  16;  21 :  17,  18,  R.  V  .  162 

23  :  7-23,  R.  V 161 

24  :4-6,  R.  V 161 

16-19 161 

Deuteronomy 

1:15 37 

4:6 40, 174, 229 

6 :  6,  7 40,  187 

7 166 

8:2,5 39 

10:8 i/,8 

9 149 

11  :  22-25 48 

12  :  19 149 

23"i4 38 

26 :  19 40 

28  :  10 40 

20,  32 143 

29:  29 171 

32  :  10-12 40 

47 .  174 

34  :  10 64 

Joshua 

24 :  15 289 

Judges 

10 :  16 263 

13 :  12 276 

1  Samuel 

8:  5 50 

16  : 6,  7,  10 266 

22  :  2 152 

2  Samuel 

8 :  15 152 

/  Kings 
19:21 58 


2  Kings 

2:2 59 

6-15 60 

6:1-7 217 

1  Chronicles 

29  :  15,  R.  V 165 

2  Chronicles 

20 :  1-4,  12 163 

14-17,  20 163 

Nehemiah 

4:6 286 

9:6 130 

Esther 

4  :  14 263 

Job 

1:8-12 155 

2:5-7 155 

I°=I 155 

12:7,8 117 

13 13, 14 

13  :  15 156 

14  :  13 155 

19:7-21,  25-27,  R.V.  .  .  156 

22:21 14 

23:3-6.  R.  V 156 

6-10 156 

26 :  7-10 131 

11-14,   R.  V 131 

28:15-18 18 

29 : 4-16,  R.  V 142 

21-25 142 

31  :  32 142 

33 :  24 115 

34 :  22 144 

37  :  16 15,  21 

38  : 4-27,  R.  V 160 

7 22,  161 

31,32 160 

42:10-12  156 

(3") 


312 


Scriptural  Index 


Psalms 

3:4-8 165 

9  :  9. 10 257 

11:4 132 

12:6 244 

15 : 2. 3 236 

2-4 141 

5 229 

17  :  4 190 

19  : 8 229 

10,  II 252 

23  :  1-4 164 

27  :  I 164 

29 : 9 308 

32:8 282 

33 : 9 129,  254 

34:7 255 

36:9 197 

37  : 5, 6 257 

18,  19 141 

29 271 

41 : 1,  2 141 

42:  II 164 

46:1,  2;  46:4-7,  R.  V  .  165 

10  .   260 

48  :  14 165 

50: 1-3;  50:4-6,  R.  V  .  181 

21  . 144 

51 : 1-7  165 

63  : 1-7,  R.  V 164 

73:9-11 144 

78 :  37-39 45 

87  :  7 307 

90 :  17 80 

91 : 9, 10 181 

95  :  3-6 243 

97  :  2,  R.  V 169 

100:3,4 243 

103 :  13 245 

104: 12,  18 118 

27-30 131 

105 :  21,  22 53 

42-45 40 

106:34-36 45 

111:8 30 

9 243 

113:2,3 i66 

5,  6 132 

116 : 1-8 166 

119:  II 190 

24,  45 291 

48 252 

72 137 

104-112 48 


Psalms 
126:6 105 

139  :  2-6,  R.  V 133 

7-10 133 

14 201 

145  :  16 118 

Proverbs 

2:6 14 

3:1. 2 197 

9, 10 140 

17 206 

4:7     225 

14 136 

22 197 

5  :  22 291 

-  6:6  . 117 

28 136 

8:8 69 

18 142 

10  :  22 142 

11  :  15 136 

24,  25 140 

12:18 237 

13  :  4 135 

II,  R.  V 136 

20 136 

14  :  9 291 

23 135 

34 47,  175 

15:1 "4 

2 ,  225 

16:  12    . 175 

24 197 

31 244 

17  :  22 197 

27 135 

18:21 235 

18  :  24 136 

19:  17 141 

20 ;  3,  19 135 

28 175 

21  : 6 136 

22  :  7,  16 136 

II     .........  237 

29 135 

23  :  4.  5 140 

7 149 

10,  II 136 

21 135 

25  :  28 236 

26 :  2 146 

18,  19 236 


Proverbs 
27 136 

27  :  18 219 

28  :  20 136 

29  :  20 236 

30  :  5 244 

31 :  13,  15,  R.  V 217 

16,  17,  20,  27  ....  217 
30,  31 217 

Ecclesiastes 
2:4-12, 17, 18 153 

3:  II,  R.  V 198,  248 

14 50 

5:8 144 

9 219 

7  :  12 126 

10: 17 2f;6 

II :  I 140 

6,  R.  V 105,  267 

Ca7iticles 

2  :  3,  4 261 

11-13,  R.  V 160 

5  :  10, 16 69 

8  :  7,  6 93 

Isaiah 

1:17 141 

18 231 

3: 10,  II 146 

7  :  15 231 

9:6 73 

II  :  4 182 

13:19 176 

14  :  23 176 

24  : 1-8 180 

14 307 

25 : 8, 9 182 

26:  1-4  . 167 

20 181 

28: 10 123 

26 219 

32  :  20 109 

33  :  6 229 

15-17 141 

20-22 182 

24 271 

35  :  8 170 

10,  R.  V 167 

40:12 35 

26-<29 116 

41:6 286 

10,  13 116 


Sf r ip  tural   In  dex 


313 


Isaiah 

41:13 259 

43:12 154,308 

21 174 

45:5 174 

47 : 1-5 ^76 

51:3 161,307 

52:6 302 

53  :  " 309 

54:9.  10 "5 

14 182 

17 155 

55:11     •   •   •   • 105 

57:  16-19 M7 

60:18 182 

21 302 

61:11 105 

63:9 263 

65 :  19 271 

21,  22,  25  .  .  ■  ...  304 
66 :  13 245 

Jeremiah 

4  :  19, 20,  23-26 181 

6  :  19 146 

15  :  16 252 

17  :  II 143 

29:11 21,  lOI 

30 :  7 •  »8i 

17,  18 182 

31  :i2 167 

33 :  3 127,  282 

51 :  13 176 

Ezekiel 
1 :  4.  26 178 

10 :  8 178 

12:27,28 184 

20 :  37 174 

21  :  26,  27 179 

33  :  30-32 260 

34  ••3.  4 176 

Daniel 

1 :  19,  20 55 

2:21,38 175 

47 56 

4:  II,  12 ^^75 

27 174 

30,  31 176 

6:4.25-27 56 

7:13 132 

12:3 309 


Hosea 

6:3 106 

8:12 127 

12:4 147 

14:5-7 106 

Joel 

I  :  12,  15-18 180 

Amos 

5:11 143 

Micah 

4  :  10-12 183 

Nahuin 

1:3 131 

Habakkuk 

1  :  13 255 

2  :  20 243 

3:3 " 

Zephaniah 

1  :  14 270 

Haggai 

1 :  5-10 143 

2  :  16 143 

Zeckariah 

2:8 257 

5:1-4 144 

9  :  i6 309 

Malachi 

2:5,6 148 

3:8 143 

10 138 

10-12 .  •  • 140 

4:2 106 

Mattheiv 
4:4 126 

5  :  37,  R-  V 236 

6:26,  R.V 117 

31-33 138 

7  :  12 136 

10:8 80 

I  II  :  II 158 

I    28 80 

j  13:28 loi 

16:22 88 


Matthetv 
18:3 114 

20  :  28 308 

22:39 16 

24:6,  7 ,  179_ 

14 264 

25  :4o 139 

28:  20 94,  96,  282 

Mark 
3:17 87 

4  :  26-28 104 

28 ic6 

8  :  36, 37 145 

11:24 258 

12:42 109 

13:34 138 

16:7 90 

15 264 

Luke 

2:40 78 

3:38 33.130 

4:18 113 

32 81 

6:31 292 

38 103, 140 

8  :ii 105,  253 

10 :  27 16,  228 

12:23 200 

24 117 

33 145 

16 ;  q,  R.  V 145 

22:26,  27 268 

22:27 103 

31-34 89 

27:30,  32 138 

John 
1:3 134 

4,  14,  R.  V 28 

9 29,  134 

3:17 79 

19 74 

30 157 

4  :  14,  R.  V 83 

6:63 126 

64 92 

7:37 "6 

37,38 83 

46 81 


3H 


Sc r ip tural   hide x 


John 


12:24 no 

32 192 

13:15 78 

34 242 

14:26 94 

15:10 78 

15 94 

16:7 94 

13 134 

13-15 94 

23 95 

17:3,  R.  V 126 

6 87 

21-23 86 

21:17,  22 90 


Acts 


4:13 
10:38 
3:22 
14:17 
16:28 
17:23, 26, 
26, 27 
20:34   . 

26 :  28,  29 
27:22-24,34 


.  95 
.  80 
.  48 
.  66 
.  66 
.  67 
.  174 
.  66 
.  67 
.256 


Roma?is 


1  :  14 66,  139 

20,  R.  V 134 

29-32 236 

4:17 254 

8  :22,  26 263 

28 154 

34 95 

35-39 70 

16:25,  R.  V 126 

/    Corinthians 

2  :9 301 

"    .   • 134 

3:9 138 

II 30 

16,  17 36 

17 201 

413 139 

9 154 

12,  13 68 

6  :  19,  R.  V 201 

10:11 50 


1  CoHfithians 

13:4,  R.  V 114 

4-8,  R.  V 242 

12 303 

15  :42,  43 110 

57 126 

2  Corinthians 

3:18,  R.  V 282 

4:6 22,  28 

18 296 

5:14 66,297 

17 172 

19 28 

6:10 68 

16 258 

9:6 109 

10:12 226 

11:26,  27 68 

Galatia?is 

5:13 139 

6:1 113 

8 109 

Ephesians 

2  : 6,  7 308 

3:10,  R.  V 308 

20 307 

4:24 27 

25 286 

Philippians 

3  : 7,  8,  R.  V 68 

8-10 192 

4:8 235 

13 70.  256 

Colossians 

1  :  16,  17,  R.V 132 

19,  R.  V 30 

27 172,  309 

2:3 13 

10 257 

3  :  23,  24 226 

1  Thessalonians 

2  :  19,  20 70 

2  Thessalonians 
1:11   • 134 

I   Timothy 
4:8 145 


2  Timothy 

2:15 61 

3:16,17 171 

4:7 68 

Hebrews 

1:3 132 

14 103 

2:7 20 

18 78 

4:3 131 

13 255 

15,  R.  V 78 

5:2 .  294 

6:7,8 216 

1^:3 134 

27 63 

32-40 158 

James 

1:5 191. 231 

17 50 

I  Peter 

1 : 10-12 183 

12 127 

4:8,  R.  V 114 

10 2S6 

II 226 

I  John 
1:2 84 

3:1-3 88 

2 309 

Jude 
24     309 

Revelation 

1:1,3 191 

17.  R.  V 83 

2:7 302 

3  :4 249 

8 282 

7 : 14-17  303 

15  :  3.  4,  R.  V 309 

19:8,. 249 

21 : 1,  2,  23 301 

3. 4  ... 302 

6,  R.  V 83 

22  :i;  22:2,  R.  V.    .   .   .  302 

3 307 

4 125,  303 


General   Index 


A  BR  AH  AM  as  a  teacher,  187. 

-^     Accounts,  teaching,  238,  239. 

Accuracy,  through  manual  train- 
ing, 222. 

Adam,  education  of,  14-17,  20-22, 
25-27;  temptation,  23-25. 

Aged,  respect  for,  244. 

Agrarian  laws  of  Israel,  43,  44. 

Agriculture,  34,  43,  219,  220;  les- 
sons from,  III,  112;  see  Seed- 
sowing;  development  of  charac- 
ter, 112;  opportunity  for  the  un- 
employed, 220. 

Aim,  the  true,  13,  18,  145,  222,  262, 
267,  297;  lack  of,  190,  202. 

Amusement,  dangers  in,  207,  210. 

Anarchy,  228. 

Angels,  in  Eden,  21 ;  songs,  168; 
agency  in  human  affairs,  179,  304, 
305;  our  companions,  127;  pro- 
tectors, 255,  256,  304,  305;  co- 
workers, teachers,  271. 

Apostles,  training,  84-96;  diversity, 
85. 

Application,  232. 

Athletic  sports,  210. 

JDABYLON,  rise  and  fall  of,  175, 

^     176,183. 

Beatitudes,  79. 

Beauty,  41;  of  the  Bible,  188;  all,  a 
reflection  of  Christ,  192 ;  through 
obedience  to  law,  198;  the  high- 
est, 249. 

Bible,  as  an  educator,  17,  47,  52, 
55,  65,  123-192;  a  perfect  whole, 
123;  range  of  style  and  subjects, 
125;  stories,  185;  as  literature, 
188,  189;  the  rule  of  life,  189,  260; 
its  own  expositor,  190;  reverence 
for,  244. 

Bible  illustrations  from  nature,  102, 
104-110,  1 13-120,  175. 

Bible  teaching  and  study,  example 


of  Jesus,  76,  77,  8r,  82,  85,  102, 
185;  Abraham,  187;  mental  cul- 
ture, 123,  124,  171, 188, 189;  spirit- 
ual, 124-127,  171,  188,  192;  pur- 
pose in,  189,  254;  original  study, 
188;  verse  by  verse,  189;  com- 
prehensive, 190 ;  opportunities 
for,  191;  family,  185,  186;  Sab- 
bath, 251;  results,  192,  252- 
256;   "higher criticism,"  227. 

Biography  of  the  Bible,  David,  48, 
152;  Solomon,  48,  49,  153;  Jo- 
seph, 51-54,  57;  Daniel,  54-57; 
Ehsha,  58-61;  Moses,  61-64,  68, 
69 ;  Paul,  64-70;  John,  87 ;  Peter, 
88-91;  Judas,  91,  92;  Jacob,  147; 
Levi,  148;  Caleb,  149;  Elijah, 
151;  Job,  155,  156;  Jonathan, 
157;  John  the  Baptist,  157;  Abra- 
ham, 187. 

Birds,  teachers  of  trust,  118. 

Book  knowledge,  230,  265. 

Books,  harmful,  188,  190,^226,  227; 
wrong  use  of,  189. 

Business,  principles,  135,  136;  cap- 
ital, the  best,  137;  stewardship, 
137-139;  profit  and  loss,  140-145. 

(CALAMITIES,  blessings,  270. 

^    Caleb  and  Joshua,  faith  of,  149. 

Censure,  291. 

Character,  highest  aim,  17-19,  81, 
225;  ispower,  41,79,  81,277,  282; 
influence  on,  of  unselfishness,  16; 
Bible  study,  17,  18,  126,  127,  172, 
183,  184,  192 ;  trial,  23,  52,  53, 
295,  296;  self-discipline,  57,  296; 
example  and  association,  87,  237; 
see  Example;  agricultural  labor, 
112;  faith  and  prayer,  258;  lesson 
of  development  from  seed,  105, 
106,  hi;  revealed  in  dress,  248; 
the  highest  beauty,  249;  com- 
plete in  Christ,  257. 


(3x5) 


3i6 


Gene  7' a  I   hide. 


Character-building,  symbol  of,  35, 
36,  258;  perils  in,  225-228;  foun- 
dation, pattern,  228,  229. 

Cheerfulness,  197,  240. 

Cherubim,  vision  of  the,  177. 

Childhood,  of  Joseph,  52;  Moses, 
61;  Jesus,  77,  107,  185. 

Child  training,  object-lesson  from 
growth  of  seed,  106. 

Choice,  power  of,  23,  178,  289. 

Christ,  light  of  world's  teachers, 
13?  73;  of  all  mankind,  29;  object 
of  His  mission,  27-29,  73,  74, 
76;  condition  of  world  at  His 
advent,  74-76;  and  the  law, 
76;  sympathy  of,  78-80,  294; 
as  reprover,  79,  88-92,  294; 
recognized  man's  possibilities, 
80,  270;  power  of  His  teach- 
ing, 8r,  94,  95;  we  complete  in, 
192,  257.    See  Jesus,  Prayer. 

Church,  attendance,  a  hindrance  to, 
247 ;  object  of,  268;  duties,  268. 

Commission,  gospel,  for  all,  264. 

Communion  with  God,  14,  21,  28, 
30,  84  ;  through  prayer,  80,  258 ; 
nature,  100,  108,  120;' Bible  study, 
127,  192. 

Companionship,  divine,  127,  271. 

Compassion,  257,  294. 

Compensation,  life's  greatest,  68- 
70,  305,  306,  309. 

Completeness  in  Christ,  257. 

Concentration,  189. 

Consecration,  57,  258. 

Controversy,  the  great,  154,  190; 
revealed  in  nature,  26,  loi ;  in 
man,  29;  our  study  hereafter, 
304- 

Cookery,  a  branch  of  education, 
216,  218. 

Co-operation,  with  God,  Bible  ex- 
amples of,  37,  286;  in  our  work, 
214,  215,  271;  of  teachers  and 
students,  212,  213,285;  parents 
and  children,  283,  285;  parents 
and  teachers,  283,  284,  293;  with 
Christ  and  His  angels,  270,  271. 

Courtesy,  of  Daniel,  56;  of  Paul, 
67;  distinguished  from  etiquette, 
240-242;  Christ  the  source,  241. 

Crisis,  impending,  179. 


Criticism,  of  the  teacher,  283,  284 ; 
of  children  and  youth,  291. 

JTiANIEL,  life,  54-57,  254 ;  book, 

^-^     191. 

David?  education,  49,  152  ;  sin,  48; 
songs,  164,  165  ;  faith,  254. 

Days  of  creation,  129. 

Deluge,  the,  and  geology,  129. 

Deportment,  240-245. 

Development,  threefold,  13,  16, 
195;  unselfishness  underlies,  16; 
all-round,  232. 

Diet,  of  Israel  in  the  wilderness, 
38;  of  Daniel,  55;  relation  of,  to 
intemperance,  202-204,  247  ;  to 
mental  development,  204-206, 
216;  stimulating,  203;  nutrient 
value  of  foods,  204 ;  selection, 
combination,  205 ;  overeating, 
205;  number  of  meals,  205;  reg- 
ularity, 205  ;  hurried  eating,  206. 

Discipline,  and  organization  of 
Israel,  37,  38 ;  life's,  85,  151-154, 
295-297 ;  of  home  and  school, 
object  of,  287,  291;  training  the 
will,  288,  289;  sense  of  honor, 
289  ;  requests,  commands,  290  ; 
rules,  enforcing,  290;  the  Sa- 
viour's rule  and  example,  292, 
294 ;  public,  293. 

Discrimination  between  right  and 
wrong,  231. 

Display,  247,  248. 

Distribution  of  races,  object  of,  174. 

Domestic  training,  216. 

Doubt,  source  of,  24,  25;  results,  26. 

Dress,  healthful,  199;  devotion 
to,  246-248;  counteracting  influ- 
ences, 247,  248;  taste  and  neat- 
ness in,  248. 

Dressmaking,  216-218,  248,  249. 

'C'AGLE,  lesson  from,  118. 

J~^  Earth,  original  condition,  22; 
God's  purpose  for,  22,  174;  the 
new,  301. 

Eden  school,  14,  15,  20-22,  30;  re- 
established, 301-303. 

Education,  source,  13-17,  21,  22, 
34,  44;  scope,  13,  16,  18,  19,  21, 
38,  41,  225,  232,  233;  aim,  13,  17, 
18,  44,  81,  84,  145,  221,  222,  262; 


General   Index 


317 


higher,  the  true,  14,  18,  30,  66, 

83,  87,  271,  282;  relation  of,  to 
redemption,  15,  16,  18,  19,  28-30, 

84,  126,  172;  of  Israel,  33-50;  for 
parents,  34,  275,  276;  for  teach- 
ers, 46,  276-282;  object-teaching, 
41,  102,  120,  144,  185,  186;  mis- 
takes in,  45,  49,  50,  74,  77,  189, 
207,  208,  225-228,  230,  234,  259, 
264-266;  illustrations  of  true,  51- 
70;  Christ's  method,  73-96,  102, 
231,  241,  267-271,  294;  manual 
training,  214-222;  mastery  of  fun- 
damentals, 234-239.  See  Nature, 
Bible. 

Education  of  Jesus,   77,   107,    185, 

267,  268. 
Elijah,  one  failure,  151. 
Elisha,  training  and  work,  58-61, 

255. 
End  of  the  world,  179-184,  264. 
Enoch,  faith  of,' 254. 
Enthusiasm,  233. 
Erring,  Christ's  work  for,   78,   79, 

87-94,  270,  294;  ours,  illustration 

from  nature,  113;  duty  of  parents 

and  teachers,  271,  279,  291-294. 
Error,  mingling  of,  with  truth,  231. 
Etiquette,  and  courtesy,  240,  241; 

best  treatise  on,  242. 
Evangelizing  the    world,    95,    96, 

262-271. 
Evolution,   of    the  earth,    128;    of 

man,  130. 
Exaggeration,  236. 
Example  the  power  of   teaching, 

41,  49.  56,  57,  78,  79.  87,  150,  158, 

259,  277,  282. 
Executive  ability,  17,  220,  222,  279. 
Exercise,  physical,  207-213. 
Expelling  students,  293. 
Expletive,  236. 

rpAITH,  the  key  of  knowledge, 
•^  24;  and  reason,  24,  231;  God 
seeks  to  encourage,  34;  examples 
of,  54,  63,  149,  254,  256;  secret  of 
power,  54,  80  254;  lesson  of, 
from  the  eagle,  118,  119;  of  the 
sower,  105;  reward  of,  156,  254; 
Bible  evidence  for,  169;  definition 
of>  253;  how  to  exercise,  253,  257, 


258;    teaching  of,  for  the  child, 

255-257. 
Family,  the,  and  the  Sabbath,  250. 
Family  school,    20-22,  33,  40,   41, 

45.  77,  84,  85,  186,  250,  25 [,  275. 

283,  285;  see  Home. 
Fashion,   effect  of,   on  education, 

246,  247;  a  counter-influence,  247- 

249. 
Fear,  to  banish,  255. 
Feasts  of  Israel,  41-43. 
Fellowship  with  Christ,  63,  65,  69, 

87,  120,  127,  192,  264,  270,  271, 

297. 
Fiction,  227. 

Eoreign  missions,  study  of,  269. 
Freedom  in  obedience  to  law,  291. 
Fruition  of  life's  sowing,  108,  109, 

306. 

/GARDENING,  21,  iii,  112,  212, 

^^  213,  219,  247,  248. 

Geography,  with  mission  study, 
269. 

Geology  and  the  Mosaic  record, 
128,  129. 

God,  false  conception  of,  75;  source 
and  upholder  ofall  things,  99, 100, 
104,  130,  131;  a  personal  being, 
I3i-i33'>  His  greatness  incom- 
prehensible, 169;  reverence  for, 
242-244;  suffermg  of,  through 
sin,  263;  parents,  teachers,  to 
represent,  244,  245,  287. 

Gospel,  in  nature,  27,  loi;  our  re- 
sponsibility for,  263;  results  of 
giving  to  world,  264;  closing 
work  of,  269,  270;  work  of,  the 
highest  education,  271. 

Gossip,  cannibalism,  235. 

Government,  its  object,  174,  175; 
symbol  of,  175. 

Growth,  laws  of,  104-106;  divine 
agency  in,  104,  105. 

Gymnastic  exercises,  210,  217. 

TTABIT,  291. 
-^  -^      Harvest,  lessons  from,  105- 

iio;  life's,  305,  306. 
Hasty  speech,  236. 
Healing,  natural,  spiritual,  113. 
Health,    physical,     195;    effect    of 

mental    influence   on,     197;    the 

teacher  to  preserve,  277. 


318 


General  Index 


Heathen,  claim  of,  on  Christians, 
262,  263. 

Heaven,  education  for,  13,  16,  19, 
127;  a  school,  301. 

Heavenly  record,  306. 

"  Higher  criticism,"  227. 

History,  Bible,  47,  173-178,  183, 
184,  238;  philosophy  of,  173,  174; 
a  study,  in  the  hereafter,  304. 

Holy  Spirit,  as  a  teacher,  95,  134; 
object-lesson  of,  106;  representa- 
tive of  God,  132. 

Home,  influence  of,  52,  54,  55,  58, 
61,  283;  home  teaching,  185-187, 
196,  202,  216,  217,  235,  240,  242; 
see  Family  School, 

Honor,  sense  of,  in  the  child,  289. 

Humility,  237. 

Hygiene  as  a  study,  195-200. 

TDEAL  of  character,  the  highest, 

^    18,73. 

Idleness,  190,  202,  210. 

Idolatry  of  Israel,  45;  of  Solomon, 

49.  50- 

Illustration,  233 ;  see  Object-les- 
sons. 

Individuality,  education  to  develop, 
17.  57,  231,  232. 

Industrial  school,  Israel's,  in  the 
wilderness,  37;  see  Manual  Train- 
ing. 

Influence,  power  of  early,  52,  55, 
58,  61,  119. 

Innuendo,  236. 

Intemperance,  its  cause  and  cure, 
202-204. 

Israelites,  education  of,  33-70. 

CYACOB,  retribution,  restoration 

J    of,  147. 

Jesse,  sons  of,  Samuel's   choice, 

266. 
Jesus,  early  years  of,  77,  107,  185; 

as  a  teacher,  73-96,  102,  231,  241, 

294. 
Jews,  education  of,  in  Christ's  day, 

64,  65,  74-77. 

Job,  a  successful  career,  142;  test- 
ing of,  155,  156. 

Jochebed,  mother  of  Moses,  61. 

John  the  Baptist,  an  illustration  of 
self-sacrifice,  157,  158. 


John  the  disciple,  training  of,  87. 
Jonathan,  the  faithful  friend,  157. 
Joseph,  51-54,  56,  57,  255. 
Judas,  Christ's  dealing  with,  91-93. 

jy^EY,  of  knowledge,  24;  to  Bible, 

■^  *-    120,  T26. 

Kingship,  man's,  lost  and  restored, 
26,  304. 

Knowledge,  of  God,  basis  of  edu- 
cation, 13-19,  21,  34,  81;  faith  the 
key,  24;  through  Christ,  27-30, 

73,  76. 
Knowledge     of    good    and    evil, 
23-27,  231. 

T  ABOR  dignity  of,  214-217,  222. 

-^  Land,  ownership  of,  by  Israel, 
43;  for  use  of  schools,  212,  218. 

Language  study,  234-237. 

Law  of  God,  is  love,  16,  65,  76,  77, 
287;  taught  in  Eden,  22;  one 
transgression,  25,  26,  150;  taught 
to  Israel,  34-36,  3M0,  42,  47; 
foundation  of  national  prosper- 
ity, 69,  76,  174,  183,  228,  229; 
universality  of,  99,  103,  287;  in 
business  life,  135-145;  teaching 
children,  185,  186;  foundation  of 
character,  228,  229;  liberty,  291. 

Law  of  service,  103. 

Laws,  of  growth,  104-110;  nature's, 
divine. 

Learning  by  doing,  iii,  268,  271. 

Levi,  curse  of,  transformed,  148. 

Levites,  support  and  privileges  of, 
148. 

Liberality,  lesson  of  seed-sowing, 
109;  cultivating,  139-144,  239,  248. 

Life,  God  the  source,  99,  104,  108, 
197. 

Life-work.  262-271. 

Light  of  the  world,  13,  14,  29,  57, 

58.  73.  ,  ^     .  . 

Literature,  secular,  compared  with 

Bible,    188,    189;  and    morality, 

226,  227. 
Little  things,  faithfulness  in,  53,  58, 

61;  God's  work  perfect,  114. 
Love,  the  law  of  God,  16,  65,  76, 

77,  287;  basis  of  education  and 

of  redemption,  16;   has  healing. 


General   Index 


319 


114;  the  constraining  power,  293, 
294,  297. 

T\/rANUAL   training,  in    Eden, 

-^'^  21;  a  part  of  education,  34, 
37,  47,  52,  58,  62,  85,  214-222. 

Manual  labor,  examples,  66,  77, 
217,  267;  for  the  teacher,  278. 

Mastership,  52,  53,  56,  57,  66,  204, 
222,  254,  255,  295,  296. 

Meditation,  127,  189,  191,  252. 

Memory  training,  127,  189;  excess- 
ive, 226,  230,  23T. 

Methods  of  teaching,  41,  76-96, 
119,  120,  185-192,  230-239. 

Military  schools  of  Egypt,  65. 

Mind,  influence  of,  on  the  body, 
197. 

Ministry,  139;  the  highest,  262-271. 

Miracle  of  the  loaves,  107,  108. 

Missionary  work,  training  for,  221, 
268-271. 

Missionary,  every  Christian,  264. 

Model  school  in  Eden,  20, 22,  30,  33. 

Money,  learning  use  of,  239. 

Moses,  61-64,  68,  69. 

Mother,  of  Moses,  61;  as  an  edu- 
cator, 275;  education  for,  276. 

Music  and  song,  of  ancient  Israel, 
39,  42,  47;  in  education,  167, 
168;  in  the  hereafter,  307. 

Mysteries,  in  nature,  loi,  134,  170; 
in  character  of  God,  132,  169;  in 
the  Bible,  169-172. 

AJATIONAL   prosperity,    its 

-^  ^  basis,  47,  48,  174. 

Natural  aptitudes,  138,  233,  267. 

Nature,  revelation  of  God,  16,  17, 
99;  divine  working  in,  99,  100, 
104,  108,  130,  131,  197,  198;  adap- 
tation of  means  to  ends,  119,  133, 
198;  and  revelation,  128;  laws  of, 
divine,  196. 

Nature  teaching,  in  Eden,  15-17, 
20-22;  knowledge  of  good  and 
evil,  26,  27;  continued,  34,  35,  41, 
42,  52,  62-66,  77,  99-120,  208; 
Christ's  use  of,  102;  key  to 
Bible,  T2o;  versus  fashion,  247; 
on  the  Sabbath,  251;  in  the  here- 
after, 303. 


Nature  teaching    insufficient,    17, 

loi,    134. 
Noah,  faith  of,  254. 
Nursing,  training  for,  218. 

/^BEDIENCE,     expression    of 

^  reverence,  244;  teaching,  287, 
290. 

Object-lessons,  34-43,  47,  120,  144, 
175,  185,  186;  Christ's  use  of, 
102;  see  Nature,  Nature  Teach- 
ing. 

Observation,  taught  in  nature 
study,  119;  in  manual  training, 
220. 

Occupation,  choosing,  220,  267. 

Old  Testament  Scriptures,  study 
of,  191. 

Outcast  classes,  Christ's  work  for, 

79,  80,  270. 

Outdoor  life,  42,  52,  58,  62,  63,  208, 

211. 

Outdoor  work  for  the  teacher,  278. 

pAGANanXhoYS,,  226. 

^       Palm-tree,  116. 

Parable  of  growing  seed,  104-107. 

Parents,  as  teachers,  33,  40,  41, 
185-187,  196,  235,  240,  275,  280; 
education  of,  34,  276;  Abraham's 
example,  187;  Christ's,  294;  rep- 
resentatives of  God,  244,  245, 
287;  co-operation  of,  in  the  fam- 
ily, 283,  285;  with  the  teacher, 
284. 

Parties  of  pleasure,  211. 

Paul,  64-70,  254,  256. 

Perplexities  made  plain,  305. 

Personal  element  in  teaching,  78- 

80,  84-96,  231, 

Peter,  training  of,  88-91,  255,  256. 

Physical  culture,  Israelites  an  ex- 
ample, 38;  importance  of,  195, 
196,  277;  position,  198;  respira- 
tion, 198;  voice-training,  199; 
dress,  199;  cleanliness,  sunlight, 
ventilation,  200. 

Physician,  manual  training  for,  220. 

Physiology,  1^5-201. 

Plain  living,  high  thinking,  202,  248. 

Pleasure-seeking,  183,  207,  211. 

Poetry,  47;  of  the  Bible,  1 59-161. 

Political  ambition,  49. 


320 


General  Index 


Poor,  God's  provision  for,  43,  44, 
139,  141,  220. 

Praise,  to  God,  66,  161-163,  168; 
love  of,  237. 

Prayer,  examples,  47,  64;  Christ's, 
80,  259;  reverence  in,  243;  of 
faith,  257,  258;  secret,  258;  an- 
swers to,  258. 

Preparatory  school  of  earth,  19. 

Profit  and  loss,  140-145. 

Prophecy,  in  ancient  schools,  47 ; 
gift  of,  to  Daniel,  56;  fulfilment 
of,  178;  of  the  world's  final 
scenes,  180-182;  benefits  of  study, 
183,  184. 

Public  worship,  a  means  of  educa- 
tion, 168,  252;  reverence  in,  243; 
a  cause  of  non-attendance,  247. 

f^AINBOW,  115. 

^*-  Reading,  unwholesome,  188, 
190,  226,  227  ;  excessive,  189. 

Reason,  and  faith,  24,  231. 

Recreation,  purpose  of,  207 ;  teach- 
er's co-operation,  212;  in  useful 
work,  215 ;  for  the  teacher,  278. 

Redemption,  its  purpose,  15,  16, 
28,  29;  relation  of,  to  education, 
16,  17,  28-30, 126, 172  ;  first  prom- 
ise, 27;  taught  in  nature,  27.  loi, 
113,  115;  plan  of,  key  to  Bible, 
126;  Sabbath  a  sign  of,  250. 

Religion  in  Christ's  day,  74,  75. 

Reproof,  Christ's  example  of,  79, 
89-92 ;  its  object,  291 ;  how  to 
give,  294. 

Requests,  commands,  290. 

Resentment,  257. 

Respiration,  198,  199. 

Resurrection,  symbol  of,  no. 

Retribution,  108,  109,  146-151. 

Revelation,  the,  study  of,  191. 

Reverence,  242-245. 

Rivalry,  226. 

River  and  plain,  reward  of  service, 
103;  river  and  brook,  unrecog- 
nized helpers,  116,  117. 

Rules,  to  have  support  of  school, 
290;  enforcing,  290. 

(TABBA  TH,  a  means  of  educa- 
^     tion,  250-252. 
Sanitation,  among  the   Israelites, 


38;  in  school  and  home,  200, 
207. 

Satan,  insinuator  of  distrust,  23-25; 
accuser,  154,  155. 

School,  of  Eden,  20-22;  restored, 
301-304;  heaven,  301. 

Schools,  location  of,  20,  21,  33,  34, 
211;  of  the  patriarchs,  33;  of 
Israel,  34-50;  unhealthful  condi- 
tions, 207,  208;  grounds,  beauti- 
fying, 212  ;  for  manual  training, 
218. 

Science,  divine,  126,  257 ;  human, 
not  Christ's  theme,  81 ;  and  the 
Bible,  128-134;  results  of  false, 
227. 

Scientists,  conflicting  theories  of, 
130. 

Scripture,  quoting  in  jest,  244;  see 
Bible. 

Seed-sowing,  lessons  from,  104- 
112. 

Self-control,  relation  of,  to  health 
and  temperance,  197,  203,  204, 
206;  object  of  discipline,  287-290; 
by  parents  and  teachers,  292. 

Self-distrustful,  faith  the  helper, 
256. 

Self-forgetfulness,  237. 

Self-sacrifice,  Paul  an  example,  65- 
70;  Christ,  80;  other  examples, 
154-158;  illustration  from  seed- 
sowing,  no;  condition  of  fellow- 
ship with  Christ,  264. 

Self-seeking,  Judas  an  illustration, 
91-93  ;  as  a  motive  in  education, 
225,  226;  results,  264. 

Self-support  by  students,  221,  265. 

Sermon,  to  fix  in  memory-,  252. 

Service,  aim  of  education,  13,  65- 
70;  law  of  life,  16,  80  ;  taught  in 
nature,  103;  unrecognized,  116, 
117,  306;  ground  of  obligation, 
137.  139 ;  training  for,  212-222, 
268;  motive  in,  226,  268;  the 
highest  education,  264,  270,  271, 
309;  object  of  the  church,  268; 
organization  for,  269  ;  reward  of, 
103,  306,  308,  309. 

Signs  of  the  times,  179. 

Similitudes,  120;  see  Object-les- 
sons, Nature  Teaching. 

Simplicity,    of    life    of    Jesus,   TJ. 


General  Index 


321 


107;  in  child-training,  107,  211; 
in  teaching,  233. 

Sin,  nature  and  results  of,  15,  23-26, 
28,  29,  143-150,  263 ;  its  power, 
291. 

Skepticism,  causes,   227,  228,  259. 

Sleep,  205. 

Social  life,  of  Israel,  41-43;  here- 
after, 306. 

Social  relation  of  teacher  and  pu- 
pil, 212,  213,  280,  284. 

Solomon,  life-experience  of,  48,  49, 
152-154- 

Song,  39,  42,  47,  186,  251 ;  earliest, 

161,  162;  a  means  of  education, 

162,  167,  168;  songs  of  David, 
164,  165;  the  Saviour's,  166;  in 
the  last  crisis,  166,  167  ;  to  meet 
temptation,  166,  168 ;  is  worship, 
168. 

Spies,  the  twelve,  report  of,  149. 
Spiritualism,  teaching  of,  227,  228. 
Stars,  lesson  from,  115. 
Statesmanship,  53,  56,  69. 
Stewardship,  57,  137. 
Success,  29,  52,  53,  56,  57,  60,  61, 

68-70,  142,  145,  222,  262,  267,  271, 

306-309. 
Suspicion,  289,  290. 
Sympathy,  insight,  66,  78,212,  231, 

269,  270,  280,  292;  of  God  with 

human  suffering,  263. 

J^ABERNACLEol  Israel,  illus- 
•'-       tration  of  character-building, 

35,  36,  258. 
Teacher,  privilege  and  responsi- 
bility of ,  19,  29,  30,  244,  245,  281, 
287 ;  social  relation  with  students, 
212,  213,  280,  284;  qualifications 
of,  240,  277  ;  physical  vigor,  277  ; 
literary  attainments,  278  ;  admin- 
istrative ability,  279 ;  self-im- 
provement, 281 ;  highest  prepa- 
ration, 282 ;  co-operation  with 
parents,  284;  with  pupils,  285; 
see  Discipline. 
Teachers,  great,  light  from  Christ, 
13, 73;  in  schools  of  prophets,  46; 
in  time  of  Paul  and  of  Christ,  64, 
65,  74-77 ;  of  the  school  of  the 
hereafter,  302,  303. 


Teaching,  methods,  preparatory, 
29,  30,  41,  187,  188,  201,  247; 
Christ's,  76-96,  102,  231,  294; 
personal  element  in,  231,  232, 
278,  281 ;  simplicity,  233 ;  enthu- 
siasm, 233;  thoroughness,  234; 
of  physiology,  195-201;  language, 
234-237  ;  history,  238 ;  accounts, 
239;  geography,  269;  see  Bible 
Teaching,  Nature  Teaching. 

Temperance,  38,  55;  aids  to,  202- 
206;  instruction  in  home  and 
school,  202,  278. 

Temple,  the  living,  35,  36,  201,  258. 

Temptation,  why  permitted,  23; 
the  first,  24;  Christ  subject  to,  78; 
safeguards  against,  166,  168,  190, 
203,  204,  213,  214,  218,  219,  255. 

Theological  schools  in  the  time  of 
Christ,  64,  65,77,  85. 

Theology,  Christ's  teaching  of,  81. 

Tithing,  44,  138,  250. 

Trades,  teaching  in  the  schools, 
47,  218. 

Tree  of  knowledge,  23-25. 

Tree,  a  symbol  of  government,  175. 

Trees,  lessons  from,  113,  116,  119, 
175,  267. 

T  JNEMPLOYED,    opportunity 
\  C^     for,  220. 
Unity,  86,  95. 

Unselfishness,  underlies  develop- 
ment, 16 ;  illustrations  of,  154- 
158. 

J/OICE,  training  of,  199. 

^  Victory,  through  defeat,  62- 
64,  68,  69,  147-149,  151 ;  inviting, 
162,  163,  165,  168,  256,  258. 

JJ7ATER  lily,  119. 

^^  Will,  freedom  of,  23,  289  ; 
training,  288,  289. 

Witnesses  for  God,  154-158,  262 ; 
in  the  hereafter,  308,  309. 

Workers  for  Christ,  from  the  com- 
mon people,  85,  270;  training  of, 
262-271. 

V/'OTJNG  people's  societies  for 
-*       Christian  work,  269. 


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